/  THE 

IMPROVEMENT  OF  THE  MIND. 


ISAAC    WATTS,   D.D. 

// 


CORRECTIONS,  QUESTIONS,  AND  SUPPLEMENT. 


JOSEPH   EMERSON. 

PEINCIPAL  OP  THE   FEMAIE   SEMINARY,   WETHEUSFIELD,    CONN.  J 

AUTHOR   OP  THE   EVANGELICAL   PRIMER,   LECTURES 

ON  THE  MILLENNIUM,    &C. 


REVISED   STEREOTYPE   EDITION. 


BOSTON: 

PUBLISHED  BY   JENKS,  PALMER  &  CO., 
131    Washington    Street; 

AND    SOLD    BY    THE    PRINCIPAL    BOOKSELLERS    THE0T7GH0UT    THE 

UNITED    STATES. 


ft^The  Editor  indulges  tlie  belief,  that  this  volume  contains  all  the 
Instructions  upon  education,  of  much  importance,  ever  written  by  the 
excellent  Watts.  Tlje  circumstances,  iiiicier  which  the  original  work 
was  composed  and  pulilis'ied,  may  account  for  its  numerous  inaccuracies. 
These,  however,  may  be  regarded  as  minute  spots  upon  the  face  of  a  glo- 
rious lumiriary.  Tliat  tliese  sliould  be  wiped  away,  must  be  the  desire  of 
everj-  friend  to  tlie  great  author.  This  has  been  attempted  by  one,  who 
begs  to  be  considered  among  the  most  ardent  and  devoted.  The  corrections 
relate  principally  to  piiijuiar,  punctuation,  orthography  and  superfluous 
words. 

TO   TEACHERS. 

Beloved  Fellow- Laborers, 

Permit  pie  to  assure  you.  that  I  have  found  no  other  human  text-book, 
that  appears  nearly  equal  to  iliia  treatise  of  Watts,  for  interest  and  utility. 
Having  taught  it  to  sixteen  classes,  it  has  appeared  brighter  and  brighter, 
like  tlie  iinest  gold.  May  you  have  occasion  to  esliinale  its  solid  worth 
still  more  and  more. 

To  teach  in  the  best  manner,  you  must  have  your  own  plan.  If  in  any 
measure,  you  adopt  that  of  another,  you  must  approve  and  use  it  as  wholly 
your  own.  It  umst  becoaie,  as  it  were,  a  part  of  your  very  selves,  like 
your  daily  broad.  1  shall  rtjuice,  if  any  of  you  can  derive  assistance  from 
the  following 

HINTS    FOR   TF.ACHI>G    WATTS    ON   TQE   MIND. 

1.  .Assign  for  a  lesson  from  3  to  8  pages. 

2.  Mention  any  printed  questions,  which  you  would  omit. 

3.  Direct  your  pupils  to  read  the  lesson  once,  chiefly  with  a  view  to 
understand  it. 

4.  Let  them  read  it  again,  to  judge,  whether  the  sentiments  are  true; 
to  perceive  their  connertion,  and  fix  in  the  mind  the  leaditig  tiicmghls. 

5.  They  may  read  ii,  once  more,  ascertaining  and  committing  to  memory 
the  answers  to  the  questions. 

C.  Fill  your  own  mind  and  heart  with  the  contents  and  spirit  of  the 
lesson. 

7.  Ask  your  pupils  the  printed  question?,  keeping  a  record  of  their 
performances. 

8.  Go  over  tlie  lesson  again,  without  record,  with  much  lecturing,  ques- 
tioning ;:ii(l  plain  talk. 

9.  Make  the  utmost  eflorts  to  impress  their  minds  with  the  truths  and 
duties  inculcated. 

10.  ICncourage  them  to  state  with  fl-etdoiii  their  inquiries  and  objections. 

11.  Give  ihem  (pic.Klions  to  be  answere'l  in  writing  or  otherwise,  at  a 
future  recitation. 

12.  Let  their  compositions  be  upon  the  subjects  of  their  lessons. 

13.  Let  every  5th  or  Cth  lesson  be  a  review  of  the  preceding  1  or  ,5,  the 
pupils  first  recilin;  to  each  other,  with  nr;tiial  certificates,  to  be  recorded. 

Form  of  Certificnlc,  Miss  A — H — has  promptly  and  coriectly  recited  to 
me  —  answers,  in  the  last  review. 

[Date]  .  C D. 

14.  Let  them  review  the  whole,  and  be  faithfully  Examined  ul  the  close 
of  each  quirtcr. 

1.5   Inquire  from  time  to  lime,  their  manner  of  stinlying. 

]fi.  Aflcr  two  or  three  years,  let  them  go  throuzh  Ihe  course  ngnln.  In- 
quiring p;iriirulMrly,  limv  far  they  have  practised  the  directions  of  Watts, 
and  Willi  what  advantage.  J.  £ 

Kt;icreil  sccorilln;  to  the  Act  or  Cnri<rrcM,  In  llio  year  lb33, 

nv  JAMRS  i.oniNo, 

In  U»-  CIcrli'a  OITicr  of  Ihe  Dialrlcl  Luurlof  (he  DiMricI  of  Mns<.\chu.w(U. 


•* 


EDITOR'S 

INTRODUCTION. 


1.  Popularity  of  Watts  oit  the  Mind.  Probably  no  otiier 
work,  upon  the  s.aine  subject,  has  been  po  liighly  and  so  justly 
approved,  as  this  little  treatise  of  Watts — no  otlier.  upon  which 
the  hours  of  the  reader  and  student  have  been  so  pleasantly 
and  so  usefully  employed.  And  of  all  literary  subjects,  this 
seems  to  be  tlie  most  knportant. 

2.  Object  of  this  ipork.  Tlie  grand  object,  vvhich  the  author 
fceens  continually  in  vievvr,  and  continually  presses  upon  the 
reaaer'.s  attention,  is  to  improve  and  enrich  the  mind  ;  "  to  teach 
the  young  idea  how  to  shoot ;"  to  unfold  and  invigorate  the 
faculties;  to  store  the  mind  with  the  most  useful  knowledge  j 
to  nip  the  buds  of  prejudice  ;  to  counteract  its  poison  ;  to  stay 
the  tide  of  passion  ;  to  emancipate  the  mind  enthralled ;  to  ex- 
pand, to  elevate  and  liberalize  the  views  ;  to  form  the  habits  ; 
to  subject  every  power,  thought  and  pursuit,  to  the  empire  of 
reason  j  to  subordinate  all  to  the  service  of  God — in  short,  to 
prepare  the  mortal  and  immortal  part  of  our  nature,  for  the 
greatest  possible  usefulness  and  enjoyment  both  here  and 
forever. 

3.  Usefulness  of  this  work.  Of  all  human  compositions,  then, 
this  is  probably  the  most  useful  for  the  young,  as  soon  as  they 
can  understand  it.  Such  a  conclusion  might  be  warranted, 
thougli  we  considered  merely  its  immediate  effect  upon  the 

Grand  oliject  of  Walls  of  lliis  trea-  |     To  whose  service,  sliould  every 

ties'?     What  would  he  unfold  and  I  thing  be  subordinate "? 

invigorate  1  j      For  what,  would  he  prepare  the 

With  what  would   he  store  the  I  whole  of  our  nature  1 

mind.'  |       What  human  composition  seems 

What  poison  would  he 'counter-  |  to  be  most  useful  to  tlie  young! 

act!  I      How  early  should  they  attend  to- 

What  would  he  subject  to  the  em-  I  it  1 

pire  of  reason  f  '  ,\ 


iv 


KUITOR's    INTRODUCTIO.N. 


mind.  Much  more  must  it  ap])ear  just,  when  we  consider,  that 
the  chief  advantages  of  an  acquaintance  with  this  work,  arise 
from  its  more  remote  influence.  It  lays  a  foundation  to  pursue 
every  other  studj^,  and  to  employ  every  other  means  of  knowl- 
edge and  improvement,  in  the  best  manner. 

The  unhesitating  voice,  of  every  examiner,  seems  to  have 
been,  "  The  work  is  excellent."  It  is,  doubtless,  the  most  ap- 
proved and  admired,  of  all  the  prose  works  of  the  great,  the 
good,  the  candid,  the  liberal,  the  useful  man,  whose  name  it 
bears.  It  is  not  the  growth  of  a  day  ;  but  the  worthy  product 
of  twenty  years — a  product,  from  the  choicest  seed,  in  the 
richest  soil,  with  the  finest  culture,  beneath  the  most  genial 
suns,  and  refreshing  showers. 

4.  Jolijismi  s  Encomium.  '•  Few  books,''  says  Dr.  Johnson,  in 
his  Life  of  Watts,  "  have  been  perused  by  me,  with  greater 
j)leasure,  than  his  Improvement  of  the  Mind  ;  of  which  the  ra- 
dical principles  may  indeed  be  found  in  Locke's  Conduct  of  the 
Understanding  ;  but  they  are  so  ramified  by  Watts,  as  to  confer 
on  him,  the  merit  of  a  work,  in  the  highest  degree  -useful  and 
pleasing.  Whoever  has  the  care  of  instructing  others,  may  be 
charged  with  deficiency  in  his  duty,  if  this  book  is  not  recom- 
mended." 

5.  This  zDork,  considered  as  a  Logic.  Considered  as  a  trea- 
tise of  Logic,  it  is  probably  superior  to  any  work,  bearing  the 
name — better  suited  to  answer  the  great  and  noble  end  of  logic. 
The  author,  indeed,  seems  to  have  regarded  this  work  as  some- 
thing very  much  like  a  logic.  Having  some  years  before,  pub- 
lished a  treatise  of  logic,  that  had  been  well  received,  he  thought 
"  the  learned  world  might  possibly  admit  this  as  a  second  part 
or  supplement  to  that  treatise." 

But  though  the  author  considers  it  scarcely  worthy  to  be 
called  a  treatise,  yet  to  me,  it  appears  greatly  superior  to  the 
elder  work,  and  in  point  of  merit,  muoli  better  entitled  to  be 
considered  the  first  or  principal  part.  There  is  another  reason, 
why  it  should  be  considered  the  first  part,  at  least,  in  the  order 
of  time,  or  in  the  arrangement  of  studies.  It  is  much  more 
easily  understood. 

If,  as  it  is  generally  and  most  justly  acknowledged,  logic  is 
the  art  of  investigating  and  coiuuiuiiicating  truth,  tliis  little 
work,  which  the  author  was  willing  should  pass  for  a  mere 
Supplement,  is  ))erh;ii)s  better  entitled  to  be  called  A  Logic, 
than  any  other,  that  has  yet  appeared.    Surely  no  other  human 


For  whnt,  dors  nn  nc(|ii;iintiincc 
wUli  tliiH  work  lay  a  roiiiiihuion  1 

What  Ih  the  mo.-it  .-ipiirovcil  of  all 
{ha  proau  wurkn  tiC  WattR  1 

What  great  critic  Uw  given  u  high 


cnroriiiiim  of  tlii.s  work'? 
M«:iniim  of  nicnmium  ? 
(.'hararlcrnf  tliin  W(irk,can8iilored 
as  a  lr(':iiis(!  of  logic  1 
,Wha!  U  louic  .> 


EDITORS    INTRODUCTION.  V 

"irodijction  is  suited  to  afford  such  a  clear,  steady,  safe,  bril- 
liant light,  to  direct,  animate,  and  encourage  us,  in  the  path  of 
knowledge.  Its  unrivalled  simplicity  and  perspicuity  of  style, 
notwithstanding  some  minor  faults,  its  lively  and  touching  ^il- 
lustrations, its  plain,  sound  and  useful  maxims  and  precepts, 
can  hardly  fail  to  recommend  it  to  the  understanding  and  heart 
of  every  lover  of  truth. 

C.  Its  Grand  Characteristic.  Its  grand  characteristic  is,  that 
it  is  so  practical.  While  it  is  far  enough  from  being  an  assem- 
blage of  dry  maxims,  a  mere  compend  of  dogmas — v/hile  the 
author  most  fully,  clearly,  and  delightfully  states  hjs  reasons, 
he  is  continually  informing  us,  how  to  think,  how  to  feel,  how  to 
converse,  how  to  act,  in  order  to  grow  wiser  and  better — "and 
better  thence  again,  and  better  still,  in  infinite  progression." 

7.  It  most  luifpihj  comhincs  theory  and  practice.  Probably 
in  no  other  work  of  man,  are  excellent  theory,  practical  direc- 
tion and  illustration  more  happily  combined.  We  are  addres- 
sed, as  being  at  once  capable  of  the  most  noble  speculation,  and 
the  most  useful  practice  ;  and  each  of  these  is -made  to  reflect 
the  most  brilliant  lustre,  from  the  elfulgeuce  of  the  other. 
Perhaps  it  is  not  venturing  too  mucli  to  say,  that  probably  this 
little  voluiiie  contains  a  greater  number  and  weight  of  useful 
directions,  to  aid  us  in  the  most  important  business  of  life,  than 
are  to  be  found  in  all  the  great  works  of  Locke,  Reid,  Stewart 
and  Brown. 

8.  Should  he  faithfully  studied.  A  work,  so  enriched  with 
instructions — instructions,  so  excellent,  so  momentous — instruc- 
tions, which  are  continually  needful,  to  regulate  our  conduct, 
and  rouse  our  energies — instructions,  that  should  be  most  fa- 
miliarly hxed  in  the  mind,  and  seem  to  make  a  part  of  our  very 
identity — a  work,  replete  with  such  instructions  should  be 
studied  ;  fuiihfuUti  and  luhoriously  studied.  One  or  two  hasty, 
or  even  thorougli  perusals  of  such  a  work,  are  by  no  means 
sufficient. 

y.  Yet  ove  reading  may  be  useful.  Not  that  in  such  a  case, 
indeed,  the  time  v^ould  be  lost.  One  reading,  and  that  a  very 
rapid  one,  may  prove  of  real  utility  to  a  vigorcus  youth,  who 
pants  for  improvement.  Thougli  he  may  be  able  to  retain 
scarcely  a  maxim  or  an  idea,  for  a  single  year,  yet  his  mind  re- 
ceives impressions,  that  can  hardly  fail  to  be  salutary.  He  is 
induced  to  form  a  higher  estimate  of  knowledge  and  mental 
improvement,  and  his  heart  beats  higher  and  more  effectually 

Grand  clmrartei  if  tic  of  this  work  .'  |      In    what  manner,  sliould    it  be 

What  inforniatinn  is   tlie  author  j  studied  1 
continvially  givin;;  MS  1  \      Of  \yhat,  may  one  reading  of  this 

What  does  this  work  most  liap-  \  work  induce  a  person  to  form  a  higU- 
ptly  combine  1 — Meaning  of  ihcory  ?    |  er  estimate  1 
1* 


Xi  EDITOR  S    INTRODL'CTIOX. 

for  their  attainment.  Pride,  egotism,  prejudice,  dogmatism 
prating,  reviling,  &e.  are  here  most  powerfully  assailed  ;.  and 
thoucrh  he  gains  but  very  faint  and  obscure  viewd  of  these  evils, 
yet  he  sees  something  of  their  odious  delbnnities,  and  receives 
an  impulse,  to  hate,  avoid  and  sliun  tliem  ;  while  on  the  other 
hand,  he  gains  a  glimpse  of  the  beauty  and  loveliness  of  candor, 
docility,  meekness,  kindness,  affability,  liberality  of  feeling, 
and  independence  of  thought,  wiiicii  urges  hiin  to  assume  and 
wear  these  more  than  earthly  ornaments  An  impression  is 
thus  made  upon  his  feelings  and  habits,  which  tends  to  give  a 
turn  to  his  future  pursuits,  and  to  reuder  him  greater  and  bet- 
ter. It  must  be  confessed,  however,  that  in  such  a  case,  such 
happy  results,  would  be  very  likely  to  be  in  a  great  measuie, 
prevented  by  untoward  circumstances. 

There  is  probably  no  other  book,  that  will  more  richly  reward 
the  labor  of  ten  or  fifteen  hours'  cursory  application.  The 
style  is  so  luminous,  the  thouglits  so  weigiity,  the  illustrations 
so  striking,  tliat  it  seems  hardly  possible  to  read  a  page  of  it, 
without  some  advantage. 

30.  IVatts  a  Pdluddo.  Perhaps  no  writer  is  more  like  the 
picture  of  his  own  favorite  Pellucido,  vvliich  he  lias  so  finely 
drawn,  than  Watts  himself.  "  Swnetimcs,"  s.ays  he,  "you 
will  find  a  person,  who  in  his  conversioTi  or  his  writings,  deliv- 
ers his  thoughts  in  so  plain,  so  easy,  so  familiar  and  perspicu- 
ous a  manner,  that  you  both  understand  and  assent  to  every 
thing  he  says,  as  fast,  as  you  read  or  hear  it.  Hereupon,  some 
have  been  ready  to  concUuie  in  haste,  "  Surely,  this  man  says 
none  but  common  things.  1  knew  a.s  nuich  before,  or,  I  could 
have  said  all  this  myself."  This  is  a  frequent  mistake.  Pellu- 
cido was  a  very  great  genius.  Wiien  he  spoke  in  the  senate, 
he  was  wont  to  convey  his  ideas  in  so  simple  and  ha()])y  a  man- 
ner, as  to  instruct  and  convince  every  hearer,  and  to  enforce 
llie  conviction  through  the  whole  illustrious  a.'^.sombly  ;  and  tiiat 
with  so  much  evidence,  that  you  would  h.ave  bec-n  ready  to 
wonder,  tliat  every  one,  who  iiad  spoke,  had  not  said  the  same 
things.     But  Pellucido  was  the  only  man,  that  could  do  it." 

11.  Danger  from  tliis  cxcrllencc.  One  evil,  iiowever,  may 
result  from  this  incomparable  e.xccllenco  of  Watts.  As  we  do 
not  give  him  credit  fctr  half  tlie  instructions  we  receive  from 
him,  we  are  not  so  liiiely  to  jjondcr  them,  to  fi.x  them  in  our 
minds,  and  make  special  efforts  to  apply  them  in  practice,  an 
though  tiiey  were  more  difficult,  and  had  more  of  the  charm  of 
novelty.  Doubtless,  many  might  have  derived  much  more 
advant.age  from  this  work,  if  it  had  not  appeared  bo  easy  niij 

Why  iR  il  Inrilly  poH.^ihN-rfo  reail  f  For  what,  are  we  nut  likoly  to 
a  page  of  it,  without  ailvantngo?        }  give  the  author  full  credit ' 


KDITOR'S    INTRODUCTION.  VH 

familiar — so  much  like  an  old  acquaintance  and  friend.  Hav- 
ing read  it  once  or  twice  thronjjh,  and  perhaps  reviewed  some 
parts  of  it,  they  seemed  to  know  alaiost  tiie  wliole  of  it,  while 
in  fact,  their  practical  acquaintance  was  almost  notliing.  They 
afterwards  continued  to  talk  at  random,  to  dispute  at  random, 
to  read  at  random,  to  tiiink  at  random,  &c.  very  much  as  they 
had  done  before.  The  admired  maxims  of  Watts  were  not 
sufficiently  known,  to  prove  of  any  considerable  advantage  ; 
at  least  their  utility  was  almost  nothing,  compared  with  what 
it  might  have  been.  lience  it  appears  exceedingly  desirable, 
that  this  work  slionld  be  studied,  faith  fully,,  laboriously  and 
abundantly  studied,  and  often  reviewed  and  pondered. 

12.  The  hnoioledgc  of  ill  is  icork  a  grr.ut  altainment.  To  be- 
come tlioroughly  acquainted  with  this  work,  to  gain  a  familiar 
knowledge  of  all  its  practical  instructions,  to  ap]>ly  them  con- 
tinuall}'  to  the  great  busuiess  of  thought,  feeling  and  action,  is 
a  task  far  greater,  than  any  person,  at  first,  can  easily  imagine. 
I  have  been  grieved  and  distressed,  to  find  after  the  tenth  pe- 
rusal— nay,  after  teaching  its  contents  more  than  ten  times — 
after  lecturing  and  conversing  much  upon  the  various  topics,  I 
have  been  grieved  and  disLicssed,  to  find  how  many  of  its  admi- 
rable precepts,  I  had  but  imperfectly  learned,  and  more  imper- 
fectly practised.  Yet  I  cannot  but  indulge  a  hope,  that  this 
work  has  been  of  some  advantage  to  me — that  every  hour,  that 
I  have  spent  in  studying,  pondering,  teaching  or  recommend- 
ing its  contents,  has  conduced  to  aid  me  in  the  regulation  of 
my  thoughts,  feelings  and  pursuits — has  conduced  to  render 
my  practice  less  defective,  tnan  it  otherwise  would  have  been. 
Had  I  reguliirly  and  thoroughly  studied  it  in  my  childhood  and 
youth — h;\d  I  been  cheered  and  animated,  by  affectionate  and 
ardent  classmates,  and  aided  by  a  kind,  able  and  faithful  teach- 
er, there  is  no  doubt,  that  the  advantage  might  have  been  in- 
comparably superior.  O  that  it  had  been  the  appointed  text 
book  of  my  youth,  instead  of  the  immortal  work  of  Locke. 

13.  Should  be  taught  to  millions.  It  is  my  heart's  desire  and 
prayer  to  God,  that  millions  of  youthful  students,  of  the  pres- 
ent, and  of  future  ages,  may  deri.ve  from  tins  work,  all  the  ad- 

'  vantages,  that  I  have  realized  —  all  that  1  might  have  gained, 
and  much  more.  For  such  an  object,  1  would  gladly  do  some- 
thing more,  than  to  wish  and  pray.  Sometliing  more  than 
this,  1  have  indeed  already  done.  For  fourteen  years,  it  has 
been  my  most  delightful  task,  season  after  season,  to  instruct 
a  class  in  Watts.  No  otlier  literary  branch,  that  I  have  taught, 
has  been  so  gratifying  to  mj^sclf,  and  probably  no  other  so 
interesting,  or  so  jirofitable,  to  successive  pupils.  Under 
no  other  instructions,  have  I  witnessed  such  manifest  improve- 
ment of  mind. 


via  EDITORS    I-VTRODDCTIOS. 

14.  Different  victhods  of  teaching  it.  With  diflertnt  classes,  I 
have  pursued  methods  somewhat  different,  hoping,  however, 
that  I  have  been  enabled  to  make  souie  improvement  from  year 
to  year,  and  certainly  finding  my  task  more  and  more  delight- 
ful. So  far  from  fading — so  tiir  from  growing  old  and  dry,  this 
tree  of  intellectual  life  has  appeared  more  green  and  more  fra- 
grant every  year. 

15.  Written  Questions.  For  some  years,  I  liave  used  writ- 
ten questions.  Notwithstanding  the  labor  of  transcribing,  the 
advantage  of  these  has  been  manifest.  Tiie  questions  are  doubt- 
less much  better,  than  I  could  suggest  extemporaneously.  They 
direct  the  pupils'  attention  to  the  most  important  points  of  in- 
struction ;  and  are  suited  to  rouse  their  attention  to  a  particu- 
lar consideration  of  those  points.  But  perhaps  the  most  im- 
portant advantage  is,  by  asking  the  same  questions  over  and 
over,  and  especially  by  using  theni  at  examinations,  forever  to 
rivet  the  most  ijnportant/ideas  in  the  mind.  There  is  not  the 
least  reason  to  think,  that  this  could  be  nearly  so  well  eftected 
in  any  other  way.  If  the  whole  book  were  committed  to 
memory  verbatim,  it  is  doubtful,  whether  the  knowledge  ac- 
quired, would  be  so  much,  or  so  permanent.  Or  if  the  pupil 
should  learn  all  the  ideas,  so  as  to  be  able  to  answer  every 
minute  question,  he  would  not  be  likely  to  distinguish  between 
the  more  important  and  the  less  important ;  and  would  be  in 
danger  of  much  sooner  forgetting  the  whole  together. 

16.  It  is  an  advantage  of  fixed  qucsliuns,  that  they  aid  and 
encourage  thepvpils  to  question  each  other.  It  is  most  deeply 
to  be  regrettecf,  that  some  distinguished  teachers  are  disposed 
to  object  to  the  use  of  fixed  questions,  writtx?n  or  ])rinted.  Sure- 
ly their  objections  will  not  stand  the  test  of  judicious,  faithful 
experiment,  and  sound  philosophy.  \(  questions  already  ex- 
tant, are  not  good,  let  them  make  and  ])nblish  better.  The 
method  of  using  fixed  questions,  is  un^^oubtedly  tht>  greatest 
improvement,  that  has  been  extensively  adopted  by  teachers 
of  the  present  age.  Some  extemporaneous  question:-!,  however, 
should  be  interspered  with  these,  to  ensure  the  pupil's  atten- 
tion to  his  whole  lesson  ;  not  that  he  may  become  equally  ac- 
quainted with  every  minute  particular,  but  that  he  may  have  a- 
clear  view  of  the  connection,  and  fully  understand  the  most 
important  parts. 

^V'liicli  qiiesiiiina  are  likely  to  be  j  memory  every  idea,  even  the  most 
best,  writion  iir  exlcinpriranpoiiH  1      j  miinilo  .' 

To  what,  do  wriuen  (lue.sliuns  j  What  in  probably  tbe  grnnfest  im- 
dirfct  Ibe  pupil's  ftlttMiliiiii  1  1  provciiiciit,  iliat  lias  recently  been 

Mo3t  important  iidv^llilaj.'c  of  writ-  \  adopted  in  tearliinql 
ten  (pivstiuns  ?  |      Why  should oxtemporaneoufl  quos- 

Meaniiig  of  rrrftof/m  7  I  lions  bo  inttrsp'^rscd  f 

Wlmt   if  the    pupil  comniit!i   to  | 


EDITORS    INTRODUCTION.  IX 

17.  Printed  (Question.''.  Tliougli  some  special  avlvantajrcs 
may  result  from  iisiiitr  qirestions  in  manuscript,  and  from  the 
pupil's  transcribing  them,  it  seems  much  betier,  on  the  whole, 
that  they  should  be  printed,  it  saves  the  great  labor  of  tran- 
scribing. This  is  more  especially  the  casr,  when  important  ad- 
ditional questions,  with  answers,  are  thro  /n  in  among  them. 
Such  are  a  great  number  of  the  follpwin/;  questions  ;  at  least, 
it  is  hoped,  that  they  will  be  found  valuable.  These,-  with  the 
answers,  are  to  be  considered  a  part  of  tiie  Supplement. 

18.  *"/  Sapplciiient  to  this  work  desirable.  It  sceins  pecu- 
liarly desirable,  tiiat  this  supplement,  in  a  concise  and  cheap 
form,  should  be  added  to  tliis  work  of  Watts.  The  whole 
work  of  Watts  on  the  Improvement  of  the  Mind,  may  be  con- 
sidered, as  consisting  of  three  parts, .  But  the  volume,  bearing 
this  title,  so  extensively  circulated,  and  so  mucli  admired,  con- 
tains only  the  first  of  these  parts.  This  first  part  is  longer,  and 
unquestionably  very  much  better,  than  the  other  two.  Some 
parts  of  these  two,  however,  are  much  more  valuable,  than 
some  parts  of  tlie  first,  and  may  well  constitute  a  part  of  the 
Supplement.  Still  more  important  parts  may  be  drawn  from 
his  Logic.  And  here  it  is  important  to  be  considered,  that  the 
author  seems  to  take  it  for  granted,  that  tliose,  who  attend  to 
his  work  on  the  Improvement  of  the  Mind,  are  already  ac- 
quainted with  his  Logic.  In  consequence  of  this,  no  doubt, 
the  former  work  is  considerably  difi'erent,  from  what  it  other- 
wise would  iiavebeen.  It  seems,  then,  of  peculiar  importance, 
that  some  parts,  at  least,  some  ideas,  should  be  taiien  from  the 
Logic,  to  supply  intentional  omissions  in  the  other  work.  Such 
supplement  is  here  attempted. 

19.  Definition- (Questions.  It  is  earnestly  desired,  that  no 
one  may  be  displeased  with  the  questions,  requiring  definitions 
for  answers.  In  proportion  to  the  ground  they  occupy,  these 
may  be  found  the  most  useful  of  all  the  questions. 

20.  Importance  of  defining  words-  There  is,  probably,  no 
other  branch  of  literary  education  of  equal  importance,  that  is 
so  neglected,  or  iniperfectly  taught,  as  defining — no  other,  that 
has  now  such  demands  upon  the  attention  of  teachers.  It  is 
often  astonishing  and  grievous  to  see,  how  grossly  ignorant  are 
children  and  youth,  and  even  men  and  women,  of  the  meaning 
o^important  words  and  phrases  —  an  ignorance,  which  in  gen- 
eral, they  are  very  far  from  feeling  or  mistrusting.  They  can- 
not e.xpress  their  thoughts,  for  the  want  of  words  ;  and  often 
they  e.xpress  thoughts,  very  different  from  what  they  intend, 
because  they  do  not  understand  the  words  they  employ.     And 

Advaiinge  of  having    the  qiies-  i      Why  are  many  unable  to  express 
tlons  printed,  rather  than  in  manu-  !  their  thoughts? 
script  1  I      Why   tlo   many  express  thoughts 


S       -  EDITORS    OTKODUCTION. 

very  frequently  from  the  same  cause,  they  take  no  idea,  or 
wrong  ideas,  from  what  they  read  and  hear.  Probably,  more 
than  three  fourths  of  the  disputes,  that  have  troubled  the  world, 
have  arisen  from  the  ignorance  or  misapprehension  of  words 
•No  doubt,  one  of  the  greatest  reasons,  why  so  little  good  is 
effected  by  preaching,  is,  that  the  language  of  the  preacher  is 
but  very  imperfectly  understood  by  most  of  the  hearers.  Said 
a  venerable  and  pious  lady  to  her  little  grandchild,  just  re- 
covering from  sickness,  "  Now,  you  must  be  thankful."  But 
the  poor  little  cliild  did  not  know — could  not  guess,  the  mean- 
ing o{  thanl.f'ul  ;  and  was  afraid  to  ask.  So  her  excellent  in- 
struction was  lost  upon  the  child,  at  least  for  years,  till  he 
ascertained  the  meaning  of  the  word.  So  it  is,  no  doubt,  with 
a  great  part  of  the  instructions,  that  parents  and  teachers,  as 
well  as  ministers,  give  to  those  under  their  care. 

A  remedy  for  these  various  and  abounding  evils,  is  devoutly 
to  be  wished  and  sought.  VVliatisit.'  FroiHT  attention  to 
the  exercise  of  defining,  is  doubtless  one  of  the  remedies,  and 
perhaps  the  best  of  all.  And  it  would  be  easy  to  show,  that  all 
other  methods  must  be  inetl'ectual  to  gahi  an  accurate  knowl- 
edge of  words,  at  least  of  many  words,  without  this. 

But  the  e.ifercise  of  defining,  may  not  only  prevent  much 
evil,  but  efl!ect  much  positive  good.  ^Vhen  ])roperly  attended 
to,  it  is  one  of  the  best  of  exercises  for  improving  at  once  the 
memory  and  the  judgement,  and  storing  tiie  mind  with  useful 
knowledge.  And  when  a  good  acquaintance  with  language,  1 
mean  the  vernacular  language,  is  once  acquired,  this  knowl- 
edge is  one  of  the  best  aid.?,  ever  devised  by  human  ingenuity, 
to  assist  the  reasoning  faculty  'in  the  searcli  of  truth.  We 
make  much  use  of  words  in  thinking,  especially  in  close  tliink- 
ing ;  and  it  is  perhaps  impossible  to  pursue  a  train  of  thought, 
to  any  consider.ablc  length,  without  their  aid.  But  how  olten 
do  we  impose  upon  ourselves,  and  draw  wrong  conclusions, 
by  imperfectly  understanding  the  words,  we  silently  and  per- 
haps insensibly  use,  or  by  using  them  in  difterent  senses.  And 
how  often  do  we  think  in  words,  of  which  we  have  no  definite 
understanding,  flattering  ourselves,  that  we  are  nobly  investi- 
gating thougiits  and  things,  while  in  reality,  we  are  only  mak- 
ing progress  in  pride  and  darkness.  As  words  arc  only  tl»< 
fiigns  of  thoughts  and  things  and  the  relations  of  things,  so  it 
is  very  imj)ortant,  in  order  to  imj)rove  our  acquaintance  with 
thoughts,  tilings  and  relations,  tliat  we  should  have  a  very  dear 
and  correct  knowledge  of  the  meanings  of  words,  or  th^  ob- 

did'rrent  from  what  tli(;y  intend  1       i      Wli.it  rensiin  is  incntion/il,  why 

VVIiat   liaH  caused  a.  ({real  part  of  j  so  littlu  |!ooil  is  donu  by  p.-cncliingt 

tlif!  ilixputes,  that  have  troubled  the  |      VVIiat  is  nicnlioiie<l  as  one  of  the 

world  1  {  bcs(  remedies  lor  ignoiance of  worJe? 


EDITOR  S    l^'T^0DDCT10^.  XI 

jects,  which  they  represent.  This  cannot  be  gained  by  attend- 
ing to  tlie  manner  and  connection,  in  which  words  are  used, 
whether  written,  printed  or  spoken.  This  will  often  leave  the 
sense  very  vague  and  indeterminate,  or  positively  wrong. 

21.  Jin  acquaintance  with  other  languages  wilt  not  give  vs  a 
correct  Unowledge  of  English  words.  For,  in  the  first  place, 
all  the  English  words  derived  from  these  three  languages,  do 
not  constitute  one  fifth  part  of  our  language. 

In  the  second  place,  there  is  scarcely  an  instance,  in  which 
a  knowledge  of  the  original  word  can  give  us  any  precise  idea 
of  the  meaning  of  its  derivative.  The  fact  is,  that  the  mean- 
ing of  almost  every  word,  includes  several  ideas  ;  and  when 
we  borrow  a  word  from  another  language,  we  scarcely  ever 
use  it,  to  signify  just  the  same  ideas,  denoted  by  its  original. 
For  example,  our  words  cap,  captain,  caption,  capital,  capital, 
capitation,  decapitate,  are  all  derived  from  caput — a  head.  But 
they  all  differ  in  signification  from  caput,  as  well  as  from  one 
another.  There  is.  indeed,  some  resemblance  among  the  sig- 
nifications of  all.  This  makes  it  a  little  easier  to  learn  and  to 
retain  their  meanings  ;  but  an  acquaintance  with  these  various 
meanings  cannot  be  gained,  but  from  other  sources.  The  same 
might  be  shown  by  multitudes  of  other  examples.  Hence  it 
has  come  to  pass,  that  use  and  not  derivation,  is  the  law  of 
language  ;  and  hence  our  vrord  virtue  has  by  no  means,  the 
same  signification,  as  its  original  virtus.  Hence  too,  it  has 
come  to  pass,  that  a  knowledge  of  the  original  word  has  often 
led  the  unwary  youth  to  misunderstand  and  misuse  its  deriva- 
tive of  different  meaning. 

It  is  tiie  grand  object  of  the  dictionary  to  tell  us  the  sense  or 
senses,  in  which  our  words  are  used  by  good  writers  and  speak- 
ers. Derivation  is  but  of  secondary,  and  comparatively  very 
little  importance.  It  seems  to  be  a  matter,  rather,  curious,  than 
useful.  Or  perhaps  it  is  useful,  rather,  because  it  is  curious — 
because  it  tends  to  awaken  in  the  mind,  such  a  fondness  for 
that  noble  and  all-important  science,  philology,  which  has  such 
an  intimate  and  important  connection  with  every  literary  and 
scientific  pursuit. 

To  learn  tlie  meaning  of  words,  tlien,  must  constitute  a  capi- 
tal part  of  a  good  education.  It  should  be  begun,  as  soon  as 
the  child  can  distinguish  between  one  word  and  another,  and 
coritinued,  as  long  as  sight  or  hearing  continue.  The  chief 
study  in  this  pursuit,  is  that  of  defining,  principally  in  the  use 
of  a  dictionary.  The  best  way  of  pursuing  this  study,  is  doubt- 
less in  connection  with  other  studies  —  to  learn  and  fix  in  the 

What  is  tlie  ]a.\v  of  laneuage  1         \      How  soon  should  a  child  begin  to 
Whal  is  the   gr.ind   objert  of  a  S  learn  the  meaning  of  words? 
dictionary .'  ) 


Xii  editor's    IXTIIODUCTIO.N. 

mind,  the  definitions  of  the  most  important  words,  as  they 
occur.  The  instructions  of  the_  lessons  will  greatly  assist  to 
fix  in  the  mind,  the  definitions,  and  tlie  definitions,  to  fix  the 
instructions.  To  promote  this  exercise,  it  is  thought  needful 
to  have  a  large  number  of  questions,  to  be  answered  by  defini- 
tions. But  t!ie  pupil  should  not  content  himself  merely  with 
learning  these.  He  should  consult  his  dictionary  for  tlie  mean- 
ing of  every  word,  that  he  does  not  clearly  understand.  Let 
him  also  consider  the  connection,  and  endeavor  to  gain  the 
exact  import,  not  only  of  each  word,  but  also  of  each  phrase 
and  sentence,  as  he  proceeds.  In  this  wa}',  though  his  prog- 
ress from  page  to  page,  will  be  slow,  especially  at  first,  yet  it 
will  be  sure,  and  exceedingly  conducive  to  mental  improve- 
ment, and  the  acquisition  of  knowledge. 

22.  Cursory  reading  of  this  loork.  It  may  bo  well,  how- 
ever, in  the  first  place,  if  the  pupil  is  siillioiently  improved  to 
find  it  interesting,  for  hina  to  devote  two  or  three  days  to  read 
through  tliis  work  on  tlie  Mind,  in  rather  a  cursory  manner, 
without  stopping  to  look  out  word.s-in  a  dictionary,  or  to  com- 
mit ideas  to  memory.  In  this  way,  lie  may  gain  some  general 
acquaintance  witli  the  subject,  and  also  with  the  author's  man- 
ner of  thinking  and  writing,  and  thus  liecome  prepared  more 
readily  to  perceive  the  nieanifig  and  feel  tlie  force  of  any  par- 
ticular passage. 


VV  A  T  T  S '  S 

PREFACE. 


IiN  the  last  page  of  the  Treatise  of  Logic,  wliich  1  published 
many  years  ago,  it  is  observed,  that  there  are  several  other 
things,  vvliich  might  assist  tlie  cultivation  of  tlie  mind,  and  its 
iinprovoincnt  in  Imowledge,  whicli  are  not  usually  represented 
among  the  principles  or  precepts  of  that  art  or  science.  These 
are  tiie  subjects,  wiiicli  compose  this  book.  These  are  the  sen- 
timents and  rules,  many  of  which  i  had  then  in  view,  and 
which  I  now  venture  into  public  light. 

Tlio  present  treatise,  if  it  may  assume  the  honor  of  that 
name,  is  made  up  of  a  variety  of  remarks  and  directions  for  the 
■mprovcraent  of  the  mind  in  useful  knowledge.  It  was  col- 
lected from  tiie  observations,  which  I  had  made  on  my  own 
studies,  and  on  the  temper  and  sentiments,  the  humor  and  con- 
duct of  otiier  men  in  their  pursuit  of  learning  or  in  the  alfairs 
of  life  ;  and  it  has  been  considerably  augmented  by  occasional 
collections  in  the  course  of  my  reading,   from'  many  authors, 

Of  what,  is  ihis  treatise  made  up?  |      IIow  old  woulii  Watts  have  been, 
Meaiiin};  of  treatise?  ]  if  he  had  lived  till  the  declaration  of 

Fioin  wliat  sources,  was  this  trea-  !  our  independence .' — till  this  time.' 

tise  collected .'      E.xperience,  obser- |      What    was  his   profe.5sion?     He 

vntion  an<l  readins.  \  was  a  minister  of  the  gospel. 

Diflereiice  between  ei/jmcnce  and  !      Where  was  he  settled?  InLondon. 

pli^-^irvtitiun'!  \     ('liaracter  of  his  piety  ?   Heisgen- 

What  opportunity  Iiad  Watts  for  J  erally  considered,  as  one  ofthe  most 

e:^pcrience  ?    lie  was  a  close  student  S  pious  men,  that  ever  lived. 

for  altnost  70  years.  I      Character  of  his  scholarship?    lie 

What  opportunity  bad  he  for  oh- i  was  ranked  among  the  greatest  scboi- 

servation  ?     He  was  early  a  teacher ;  ;  ars  of  his  ape. 

and  had  afterwards  much  intercourse  i     General  state  of  his  health  !    Very 

with  the  best  society.  ;  feeble. 

Where  was  he  born?    At  South- |      His  most  distinguished  work?  His 

ttmpton  in  England.  t  Psalms  and  Hymns. 

AV'hich  way  is  Southampton,  from  j      Advantage  of  Knowing  something 

London?  ;  of  an  author?    His  works  are  ren- 

in what  year,  was  Wafts  born  ?  !  dered   more   intelligible,  and  miicli 

In  1C7-1.  J  more  interesting. 

2 


Xiv  WATTS'S    PREFACE. 

and  on  different  subjects.  I  confess,  in  far  the  greatest  part, 
I. stand  bound  to  answer  for  tlie  weaknesses  or  defects,  that 
will  be  found  in  these  papers,  not  being  able  to  point  to  other 
writers,  whence  the  twentietli  part  of  them  is  derived. 

The  work  was  composed  at  different  times,  and  by  slow 
degrees.  Now  and  tlien,  indeed,  it  spread  itself  into  branches 
and  leaves,  like  a  plant  in  April,  and  advanced  seven  or  eight 
pages  in  a  week  ;  and  sometimes  it  lay  by  without  growth, 
like  a  vegetable  in  the  winter,  and  did  not  increase  half  bo 
much  in  the  revolution  of  a  year. 

As  these  thoughts  occurred  to  me  in  reading  or  meditation, 
or  in  my  notices  of  the  various  appearances  of  things  among 
mankind,  they  were  thrown  under  tliose  heads,  which  make 
the  present  titles  of  the  chapter.s,  and  were  by  degrees,  reduced 
to  something  like  a  method,  such  as  the  subject  would  admit. 

On  these  accounts,  it  is  not  to  be  expected,  tliat  the  same 
accurate  order  should  be  observed,  citlier  in  tlie  whole  book, 
or  in  the  particular  chapters,  which  is  necessary  in  the  system 
of  any  science,  whose  scheme  is  projected  at  once.  A  book, 
which  has  been  twenty  years  in  writing,  may  be  indulged  in 
some  variety  of  style  and  manner,  tliougli  I  liope,  there  v.ill  not 
be  found  any  great  difference  of  sentiment ;  for  wliercin  I  had 
improved  in  later  j'cars,  beyond  wliat  I  had  first  written,  a  few 
dashes  and  alterations  have  corrected  the  mistakes.  And  if 
the  candor  of  the  reader  will  but  allow  wliat  is  defective  in  one 
place,  to  be  supplied  by  additions  from  another,  I  jiope,  there 
will  be  found  a  sufficient  reconciliation  of  what  might  seem  at 
first  to  be  scarcely  consistent. 

The  language  and  dress  of  these  sentiments  is  such,  as  the 
present  temper  of  mind  dictated,  whether  it  were  grave  or 
pleasant,  severe  or  smiling.  If  there  has  been  any  thing  ex- 
pressed with  too  mucli  severity,  I  suspect  it  will  be  found  to 
fall  upon  those  sneering  or  daring  writers  fif  the  age  against 
religion,  and  against  the  Christian  scheme,  who  seemed  to  iiave 
left  reason  or  decency  or  both  behind  them,  in  some  of  their 
writings. 

Tlie  same  apology  of  the  length  of  years  in  composing  thi.s 
book,  maj'  serve  also  to  excuse  a  repetition  of  the  same  sen- 
timents, which  may  hap])en  to  be  found  in  dilTerent  |)laces, 
without  the  author's  design  ;  but  in  other  pages,  it  was  intend- 
ed;  so  that  tIio.se  rules  for  the  conduct  of  the  understanding, 
which  are  most  necessary,  should  be  i^et  in  .'several  lights,  that 
they  miglit  with  more  frequency  and  more  force,  impress  the 
Boul.     I  shall  be  sufficiently  satisfied  with  the  good  humor  and 

\Vlio,  (loce  lie  H;iy,  must  answer  I      How  long  wus   Uu   in  cumposing 
for  Die  iinpurfuctioiijortliijworic  on  j  lliiu  Iroutisb? 
Ibe  Mind  >  \ 


WATTS'S    PREFACE.  XV 

lenity  of  my  readers,  if  they  will  please  to  ic^o-rd  these  papers 
as  parcels  of  imperfect  sketches,  which  "ere  designed  by  a 
sudden  pencil,  and  in  a  thousand  leisure  moments,  to  be  one 
day  collected  into  landskips  of  some  I'-tle  prospects  in  the  re- 
gions of  learning,  and  in  the  world  --t'  common  life,  pointing 
out  the  fairest  and  most  fruitful  sr-^^s,  as  well  as  the  rocks  and 
wildernesses  and  faithless  mora-'^s  of  the  country.  But  I  feel 
age  advancing  upon  me,  an-' ^7  liealth  is  insufficient  to  per- 
fect what  I  liad  designed,  -o  increase  and  amplify  these  re- 
marks, to  confirm  and  im'-ove  these  rules,  and  to  illuminate  the 
several  pao-es  with  a  r'-'iPr  ^^^'^  more  beautiful  variety  of  ex- 
amples. The  suhiec-  '^  almost  endless,  and  new  writers  in  the 
present  and  in  foll''*v''^o  ^S^^  "^'^7  ^^ill  find  sufficient  follies, 
weaknesses  and  (Augers  among  mankind,  to  be  represented  in 
such  a  manner/  '^s  to  guard  youth  against  them. 

These  hir-'^?  such  as  they  are,  I  hope  may  be  rendered  some 
way  usefu?  to  persons  in  younger  years,  v/hci  will  favor  them 
with  a  ;<erusal,  and  who  would  seek  the  cultivation  of  their 
oA'n  i.-iidorslandings  in  the  early  days  of  life.  Perhaps  they 
may  fmd  something  here,  which  may  awake  a  latent  genius, 
anrf  direct  the  studies  of  a  willing  mind.  Perhaps  it  may  point 
oat  to  a  student  now  and  then,  what  may  employ  the  most 
useful  labors  of  his  thoughts,  and  accelerate  his  diligence  in 
the  most  momentous  inquiries.  Perhaps  a  .sprightly  youth  may 
here  meet  with  something  to  guard  or  warn  him  against  mis- 
takes, and  withhold  him  at  other  times  from  those  pursuits 
which  are  likely  to  be  fruitless  and  disappointing. 

Let  it  be  observed  also,  tliat  in  our  age,  several  of  the  ladies 
pursue  science  vith  success  ;  and  others  of  them  are  desirous 
of  improving  their  reason  even  in  the  common  affiiirs  of  life,  as 
well  as  the  men  ;  j^et  tlie  characters  which  are  here  drawn  oc- 
casionally, are  almost  universally  applied  to  one  sex  ;  but  if 
any  of  the  other  shall  find  a  character  which  suits  them,  they 
may,  by  a  small  change  of  the  termination,  appl}'  and  assume 
it  to  themselves,  and  accept  the  instruction,  the  admonition, 
or  the  applause  which  is  designed  in  it. 

I.  W. 


In  what  maiiner,comi)osed  ?  Often  i      What  is  it  calculated  to  awaken  > 
by  very  short  and  hasty  sketches.       \      Meaning  of  latent! — of  gcniusl 

Con3e<inenreof  this  manner  1   I.ii-  j      Wh;it  were  several  ladies  then  pur- 
perfections  of  style,  and  some  repe-  j  suing  with  suBcess.' 
tions.  I     Meaning  of  sdcTtte? 

What  prevented  the  author  from  \      In  what  were  others  desirous  of 
improving  tiiis  work,  as  he  intend-  !  improving  their  reason.' 
ed'—Mcaninir  of  amplify'!  \      Meaning  of  icreify  ?— of  morasiM  7 

For  whom'is  this  work  more  par-  I  — of  accelerate! — of  momentous! 
ticularly  designed .'  I 


NTENTS. 


Pngo. 

Editor's  Introduction, >\ 3 

Author's  Preface, .v I3 

Importance  of  knowledge  and  mental  iwovement,  .  .    17 
Sixteen  general  rules  for  gaining  kno\\'*,clffe  and  im- 
provement,     20 

Observation,  reading,  instruction  by  lectures  cujversa- 

tion  and  study,  compared, ,  .  ,    37 

Rules  relating  to  observation, ,  .    gi 

Of  reading  and  books, 55 

Judgment  of  books, 74 

Of  living  instructions  and  lectures — of  teachers  and 

learners, 8G 

Of  inquiring  into  the  sense  and  meaning  of  any  writer 
or  speaker,  and  especially  the  sense  of  the  sacred 

writings, !M 

Rules  of  improvement  by  conversation, 97 

Of  disputes, 113 

The  Spcratic  way  of  disputation,    125 

Of  study,  or  meditation, 129 

Of  fixing  the  attention, 141 

Of  enlarging  tlie  capacity  of  the  mind, 144 

Of  improving  the  memory, .  16(J 

Of  dctcrminining  a  question, 185 

Of  inquiring  into  causes  and  effects, 202 

Of  the  Bciences,  and  their  use  in  particular  profcssioos,  206 


INTRODUCTION. 


lairORTANCE   OF    KNOWLEDGE   AND   MENTAL 
IMPROVEMENT. 

No  man  is  obliged  to  learn  and  know  every  thing. 
This  can  neither  be  sought  nor  required  ;  for  it  is  utterly 
impossible.  Yet  all  persons  are  under  some  obligation  to 
improve  their  own  understanding.  Otherwise,  it  will  be  a 
barren  desert,  or  a  forest  overgrown  with  weeds  and  bram- 
bles. Universal  ignorance  or  infinite  errors  will  over- 
spread the  mind,  which  is  utterly  neglected,  and  lies  with- 
out any  cultivation. 

Skill  in  the  sciences  is  indeed  the  business  and  profession 
but  of  a  small  part  of  mankind.  But  there  are  many  others, 
placed  in  such  an  exalted  rank  in  the  world,  as  allows  tliem 
much  leisure  and  large  opportunities  to  cultivate  their  rea- 
son, and  to  beautify  and  enrich  their  minds  with  various 
knowledge.  Even  the  lower  orders  of  men  have  particular 
callings  m  life,  wherein  they  ought  to  acquire  a  just  degree 
of  skill ;  and  this  is  not  to  be  done  well,  without  thinking 
and  reasoninsf  about  them. 


Suliject  of  the  introduction  ? 

Difieronce  between  knowlerl^e 
and  mental  improvement?  Knowl- 
edge is  the  store  of  information, 
which  the  mind  possesses.  Mental 
improvement  is  the  progress  of  tlie 
mental  faculties. 

Meaning  of  procp-ess  ? 

What  is  a  mental  faculty  ?  Tlie 
mind  itself,  considered  as  capable  of 
acting,  feeling  or  existing^  in  a  cer- 
tain manner  or  state. 

How  is  this  definition  illustrated 
In  the  case  of  perception,  attention, 
memory,  judgment  and  sensibility  ? 
Perception  is  the  mind,  considered 
as  capable  of  perceiving  ;  attention 


is  the  mind,  considered  as  capable  ot 
attending,  Ace 

Why  is  no  man  obliged  to  learn 
every  thing.' 

What  evil  will  be  likely  to  result 
from  attempting  to  learn  too  many 
things  ?  Nolliing  will  be  learnt  well , 
and  the  faculties  will  be  injured  by 
distraction. 

Meaning  of  dlslraction  ? 

Who  ought  to  improve  their  minds? 

What  will  be  the  mind,  if  unim- 
proved ? 

In  what,  should  the  lower  orders 
of  men  acquire  skill.' 

VVIiat  mental  effort  Is  necessary 
for  this  ? 


18  author's    I.NTRODDCTIGN. 

The  common  duties  and  benefits  of  society,  wliich  belong 
to  every  man  living-j  as  we  are  social  creatures,  and  even 
our  native  and  necessary  relations  to  a  fajiiily,  a  neiijlibor- 
hood,  or  a  government,  oblige  all  persons  whatever  to  use 
thek  reasoning  powers  upon  a  thousand  occasions.  Every 
hour  of  life  cfells  for  some  regular  exercise  of  our  judgment 
as  to  times  and  things,  persons  and  actions.  Without  a 
prudent  and  discreet  determination  in  matters  before  us,  we 
shall  be  ])lunged  into  perpetual  errors  in  our  conduct.  Now, 
that  winch  should  always  be  practised,  must  at  some  time, 
be  learnt. 

Besides,  every  son  and  daughter  of  Adam  has  a  most  im- 
portant concern  in  tlie  affairs  of  a  life  to  come  ;  and  there- 
fore, it  is  a  matter  of  the  highest  moment  for  every  one  to 
understand,  to  judge,  and  to  reason  right  about  the  things 
of  religion.  It  is  in  vain  for  any  to  say,  We  have  no  leisure 
or  time  for  it.  The  daily  intervals  of  time,  and  vacancies 
from  necessary  labor,  together  with  the  one  day  in  seven 
in  the  Christian  world,  allow  sufficient  time  for  tliis.  If 
men  would  but  apply  themselves  to  it  witli  lialf  as  much 
zeal  and  diligence,  as  they  do  to  the  trifles  and  amuse- 
ments of  this  lifj,  and  it  would  turn  to  infinitely  better 
account. 

Thus  it  appears  to  be  tlie  necessary  duty  and  the  interest 
of  every  person  living  to  improve  his  understanding,  to  in- 
form his  judgment,  to  treasure  up  useful  knowledge,  and  to 
acquire  the  skill  of  good  reasoning,  as  far  as  his  station, 
capacity  and  circumstances  furnish  him  with  proper  means. 
Our  mistakes  in  judgment  may  plunge  us  into  much  folly 
and  guilt  in  practice.  By  acting  without  thought  or  reason, 
we  dislionor  the  God  that  made  us  reasonable  creatufcs, 
we  often  become  injurious  to  our  neighbors,  kindred  or 
friends  ;  and  we  bring  sin  and  misery  u])on  ourselve*s.  For 
we  are  accountable  to  (iod  our  judge  for  every  part  of  our 
irregular  and  mistaken  conduct,  where  he  has  given  us 
sufllcient  advantages  to  guard  against  those  mistakes. 

About  wlint  slilijocts,   is   it  most  i  ilesiraHle,  timt  all  sliouUI  nrqiiire? 
tiii|iiirtnnt,    lliut  \vu  should   reasuii  i      Into  what,  may  our  mistakes  in 
correctly  ?  J  jiulmoeiit  pluiipo  us  ? 

Wliy  is  It  in  vain  for  any  one  to  |      Wlioni  do  \vv  dislinnnr,  by  acting 
say,  that  lie  haa  no  time  to  attend  to  |  witlioiil  reason  ? — Wliy  .■' 
roli'jiiin?  !      Wlien  are  we  accountable  to  God, 

What  if  m<"n  were  as  /ealouA  for }  for  our  mistakes  r 
religious  kno'.vleilgf,  as  they  uje  for  j      What  is  l,oj;ic.'    The  artof  inveo- 
trifles?  I  tipati:!);  and  coinmnnirating  trutllf 

Wliut  mental  skill  is  it  peculiarly  |      Meaning  oCinvcsl\salc1 


author's    INTRODDCTION.  19 

It  is  the  design  of  Logic  to  give  this  improvement  to  the 
mind,  and  to  teach  us  the  right  use  of  reason  in  the  acquire- 
ment and  conmiunication  ot  all  useful  knowledge  ;  though 
the  greatest  part  of  writers  on  that  subject,  have  turned  it 
into  a  composition  of  hard  words,  trifles  and  subtilties,  foi- 
tlie  mere  use  of  the  schools,  and  that  only  to  anmse  the 
minds  and  the  cars  of  men  with  empty  sounds,  which  flatter 
their  vanity,  and  puflT  up  their  pride,  v/ith  a  pompous  and 
glittermg  show  of  false  learning  ;  and  thus  they  have  per- 
verted the  great  and  valuable  design  of  that  science. 

A  few  modern  writers  have  endeavored  to  recover  the 
honor  of  Logic,  since  that  excellent  author  of  the  Art  of 
Thinking  led  the  way.  Among  the  rest,  I  have  presumed 
to  make  an  attempt  of  the  same  kind,  in  a  treatise  published 
several  years  ago,  wherein  it  was  my  constant  aim  to  assist 
the  reasoning  powers  of  every  rank  and  order  of  men,  as 
well  as  to  keep  an  eye  to  the  best  interest  of  the  schools, 
and  tlie  candidates  for  true  learning.  There  I  have  en- 
deavored to  show  the  mistakes,  we  are  exposed  to,  in  our 
conception,  judgment  and  reasoning  ;  and  pointed  out  the 
various  springs  of  them.  I  have  also  laid  down  many 
general  and  particular  rules,  liow  to  escape  error,  and  attain 
truth  in  matters  of  civil  and  religious  life,  as  well  as  in  the 
sciences. 

But  there  are  several  other  observations,  very  pertinent 
to  this  purpose,  which  have  not  fallen  so  directly  under  any 
of  those  heads  of  discourse;  or  at  least,  they  would  have 
swelled  that  treatise  to  an  improper  size  ;  and  therefore,  I 
iiave  made  a  distinct  collection  of  them  liere,  from  various 
authors,  as  well  as  from  my  own  observation,  and  set  them 
down  under  the  following  heads. 

The  learned  world,  who  has  done  so  m.uch  unmerited 
honor  to  that  logical  treatise,  as  to  receive  it  into  our  two 

Of  what,  does  Logic  leach  us  the  J  soiiin;;  faculty  .'    Judijment. 
right  use  ?  !      Mure  exact  definition  of  jud^nient.' 

What  is  reason  ?    The  faculty,  by  I  Tlie  faculty,  by  which  we  perceive 
which  we  compare  ideas,  and  draw  \  relations, 
inferences.  I      [nio  what,  has  Logic  been  turned 

Meaiiirif!  of  ni/ercnce?     A  truth  or  !  by  many  writers  ? 
proposition,  drawn  from  others.        .  \      W'liat  would  Watts  have  us  cnn- 

Technicnl   name  of   the  proposi-  !  sider  this   book,   in   relation   to  his 
tions,    from   which    inferences    are  !  treatise  of  Logic  ? 
drawn?     Tremises.  |      Why  have  some  tlionsrlif,  that  it 

Meaning  o{  technical  7  \  should  rather  be  considered  tlie  first 

Another  nanie  for  inference  ?  Con-  |  part?  Because  it  is  more  easily  un- 
elusion.  I  derstood,  and  more  intereslin-;. 

More  appropriate  name  of  tiie  rea   \ 


20  UEiNERAI.  KULES  FOil  GAIMiVQ    KNOWLEDGE. 

flourishing  universities,  may  possibly  admit  this  as  a  second 
part  or  supplement  to  that  treatise.  And  I  may  venture  to 
persuade  myself,  that  if  the  common  and  tlie  busy  ranks  of 
mankind,  as  well  as  the  scholar  and  the  gentleman,  would 
but  transcribe  such  rules  into  their  understandnig,  and 
practise  them  upon  all  occasions,  there  would  be  much  more 
truth  and  knowledge  found  among  men  ;  and  it  is  reasona- 
ble to  hope,  that  justice,  virtue  and  goodness  would  attend 
as  the  happy  consequences. 


CHAPTER  I. 

SIXTEEN"  GENERAL  RULES  FOR  GJIxMNG  KNOWLEDGE  AND 
IMPROVEMENT. 

I.  Deeply  possess  your  mind  with  the  vast  importance 
of  a  good  judgment,  and  the  rich  and  inestimable  advan- 
tage of  right  reasoning.  Review  tlie  instances  of  your  own 
misconduct  in  life.  Tliink  seriously  witli  yourselves,  how 
many  follies  and  sorrows  you  had  escaped,  and  how  much 
guilt  and  misery  you  had  prevented,  if  from  your  early 
years,  you  had  but  taken  due  pains  to  judge  arigiit  con- 
cerning persons,  times  and  things.  This  will  awaken  in 
you  a  lively  vigor  to  address  yourselves  to  the  work  of  im- 
proving your  reasoning  powers,  and  seizing  every  oppor- 
tunity and  advantage  for  that  end. 

II.  Consider  the  weaknesses,  frailties  and  mistakes  of 
human  nature  in  general,  whicii  arise  from  the  very  con 
stitution  of  a  soul  united  to  an  animal  body,  and  by  this 
subjected  to  many  inconveniences.  Consider  the  many 
additional  weaknesses,  mistakes  and  frailties,  which  are  de 
rived  from  our  original  apostasy  from  a  stite  of  innocence: 
liow  niucli  our  powers  of  unde-rstanding  arc  yet  more  dark- 
ened, enfeebled  and  imposed  upon,  "by  oiir  senses,  on- 
fnncins,  onr  unruly  passions,  (Si  c.  Consi'der  tlie  dei)tli  and 
difficulty  of  many  truths,  and  tlic  flattering  appearances  of 


Of  what,  does  tlio  first  chapter 
consist  ? 

t^iil.stanrc  (if  the  first  rule?  We 
6h<iiil(l  re,ili/,i:  thi!  iiiipurluiicc  ufguud 


inipcrfi'rtion  of  the  hiimnn  ficultics. 
the  diffldilty  nf  many  triitlis,  and 
liliiiiaii  (h^priivily. 

How  (lot's  it  appear,  that  tho  de- 


judcmenl  atid  hmir.  pravity  of  the  soul,  does  not  neces- 

Whose  inlsinndiirt  should  ne  re-     •warily  result  I'rom  its coniK^ction  with 

view,  in  onh^r  to  realize  this  ?  j  the  hody  .'—or  that  it  does .' 

Causes  uf  lliis  niiacondiicl  ?    The  > 


GENERAL  RULES  FOR  GAINING  KNOWLEDGi:.  21 

falseliood  ;  Avhence  arise  an  infinite  variety  of  dangers,  to 
wliich  wc  are  exposed  in  our  judgment  ot"  things.  Read 
with  eagerness,  those  authors,  that  treat  of  the  doctrine  of 
prejudices,  prepossessions,  and  springs  of  error,  on  purpose 
to  make  your  soul  watcliful  on  all  sides,  tliat  it  suffer  not 
itself  to  be  imposed  upon  by  any  of  them.  See  more  on 
this  subject,  LogiCj  Part  If.  Chap.  '3.  and  Part  III.  Chap.  3. 

III.  A  slight  vievr  of  things  so  momentous,  is  not  suffi- 
cient. You  should,  therefore,  contrive  and  practise  some 
proper  methods,  to  ace^uaint  yourself  witli  your  own  igno- 
rance, and  to  impress  your  mind  with  a  deep  and  painful 
sense  of  the  low  and  imperfect  degrees  of  your  present 
knowledge,  that  you  may  be  incited  with  labor  and  activity, 
to  pursue  after  greater  measures.  Among  otliers,  you  may 
find  some  such  methods  as  these'  successful.  . 

1.  Take  a  wide  survey,  now  and  then,  ef  the  vast  and 
unlimited  regions  of  learning.  L'ot  your  meditations  run 
over  the  names  of  all  the  sciences,  with  tlieir  numerous 
brandlings,  and  iimumerable  particular  tiiemes  of  knowl- 
edge ;  and  then  reflect,  how  few  of  them  you  are  acquaint- 
ed" with,  in  any  tolerable  degree.  The  most  learned  of 
mortals  will  never  find  occasion  to  act  over  again  wliat  is 
fabled  of  Alexander  the  Great,  that  when  he  had  conquered 
what  was  called  the  Eastern  World,  he  wept  for  more 
worlds  to  conquer.  The  worlds  of  science  are  immense 
and  endless. 

What  works  should  we  read  most  i  prejudice  1  Principally,  by  keeping 
eagerly,  in  order  to  correct  our  jiidg-  |  the  attention  upon  0116  side  of  the 
meiit?  I  question. 

Meaning  o(  prejudice  1  A  judg- |  How  does  bad  logic  produce  prejii- 
ment  witliout  evidence,  or  a  state  of  !  dicel  By  using  bad  rules  of  reason - 
mind,  that  tends  to  sucli  judgment.    S  ing,  or  aliusing  good  ones. 

Ijiteral  meaning  of  jjreJM.iic6?  Pre- |  'i'o  what  interests,  is  prejudice  in- 
judging.  \  jnrious  T    'J'o  all — temporal,  spiritual 

Are  our  prejudices  in  favor  of  per-  X  and  eternal, 
sons  and  tilings,  or  against  them  1  |  How  shall  we  cure  our  present 
Which  prejudices  are  most  numer- J  prejudices,  and  .  guard  against  \\i\- 
oua,  those  in  favor  of  objects,  or  !  bibing  more  !  By  faithfully  attend- 
tliose  against  them  1  Perhaps  about  j  in g  to  logic,  by  studying  the  scrip- 
equal.  I  tures,  by  conversing  with  the  wise 
At  what  age  of  life,  are  persons  \  and  good,  by  watchfulness  and  pray- 
influenced  by  prejudice  .'  i  er,  and  by  the  faithfulness  of  judi- 

When  do  persons  most  easily  im-  \  cious  friends. 
bibe  prejudice  1  |      Vv'lio-e  ignorance  should  we  most 

When  are  prejudices  strongest!      !  deeply  feel  and  deplore  1 
Principal  ctiuses  of  prejudice  "]    In- j      Meaning  of  rf(7)/orp? 
(lolencCjWrong  feelings  and  bad  logic,  i      Mention  some  of  the  methods,  that 

How  does  indolence  produce  pje-  |  may  lead  us  to  feel  our  ignorance  1 
judicel      By  preventing  proper  e\-  i      Meaning  nl  immcmsc'! — of  t/Kurcm? 
amination.  ! — of  dr.mnnstratinn?      of  bev}Uder7 — 

How  does  wrong  feeling  produce  j  of  tjacuiim? — oi' incrcdtble  1 


22  GE.NKRAL  RUl^TS  FOR  G\IMNG  KKOWJLEDGE. 

2.  Think,  wliat  a  numberless  variety  of  quesUons  and 
difficulties  there  are,  belonging  even  to  tiinc  particular 
science,  in  which  you  i)ave  made  the  greatest  progress,  and 
liow  few  of  them  there  are,  in  which  you  l.-ave  arrived  at  a 
final  and  undoubted  certainty  ;  excepting-  only  those  ques- 
tions in  the  pure  and  simple  mathematics,  whose  tiieorems 
are  demonstrable,  and  leave  scarcely  any  doubt.  And  yet 
even  in  the  pursuit  of  some  few  of  these,  mankind  liave 
been  strangely  bewildered. 

3.  Spend  a  few  thoughts  sometimes  on  the  puzzling  in- 
quiries concerning  vacuums  and  atoms,  the  doctrine  of 
infinites,  indivisibles  and  incommensurables  in  geometry, 
wherein  there  appear  some  insolvable  difficulties.     Do  this, 

.  on  purpose  to  give  you  a  more  sensible  impression  of  the 
poverty  of  your  understa.'iding,  and  the  imperfection  of 
your  knowledge.  Tiiis  vill  teach  you,  v.'hat  a  vain  thing  it 
is  to  fancy,  tlmt  you  know  all  things  ;  and  will  instruct  you 
to  think  modestly  of  vour  present  attainments,  when  every 
dust  of  the  eiirtl),  ana'every  inch  of  empty  space  surmounts 
your  understanding,  and  triumphs  over  your  presumption. 
Arithmo  had  been  bred  up  to  accounts  all  his  life,  and 
thought  himself  a  complete  master  of  numbers.  But  when 
he  was  pushed  hard  to  give  the  square  root  of  Uie  number 
2,  he  tried  at  it.  and  labored  long  in  millesimal  fractions, 
until  lie  confestied  there  was  no  end  of  the  incpiiry  ;  and 
yet  he  learut  so  nuich  modesty  by  tiiis  perplexing  question, 
that  he  was  afraid  to  say,  it  was  an  impossible  tiling.  It  is 
some  good  degree  of  improvement,  wlicn  we  are  afraid  to 
be  positive. 

4.  Read  the  accounts  of  those  vast  treasures  of  knowl- 
edge, which  some  of  the  dead  have  possessed,  and  some  of 
the  living  do  possess.  Read,  ninl  be  astonished  at  the 
almost  incredible  advances,  which  fiave  been  made  in  sci- 
eiice.  Acquaint  yourselves  witli  s"m.e  persons  of  great 
learning,  that  by  converse  among  them,  and  comparing 
yourselv{!s  with  them,  you  may  acquire  a  mean  opinion  ot 
your  own  attainments, 'and  may  be  thereby  animated  with 
new  zeal  to  equal  them,  as  far  as  possible,  or  to  exceed. 
Thus  let  your  diligence  be  quickened  by  a  generous  and 

Wliat  ddcs  it   indicate,  when  wc  1  projpalily  in  tlip  wmnp. 
are  afraid  to  no  positive  1  j      What,  dors  the  aiiihor  sny,  sltouhl 

What  is  said  of  the  fool  in  Prov.  j  aniinntu  lis  witli  zeal  to  increase  oui 
14  :  1G1  I  ultainniriits'! 

Wliat  eonrliision  .nay   wo   draw,!   '  What  is  emulation  1     A  ileaire  to 
conceniiMi;  a  man,  who  appears  out   j  surpass  others, 
rageously   roiifideiit  1      'J'hal   he   is  t      V\'lifii  if<oiiiiilalion  wrong!  When 


GENERAL  RUI.irS   FTIR  GAINi-VCi  KNOWLEDUK.  23 

laudable  emulation.  If  Vanilkis  had  never  met  witli  Scitorio 
and  Pulydes,  he  had  never  imagined  himself  a  mere  novice 
in  Pliilosophy,  nor  ever  set  hiuisielf  to  study  in  good  earnest. 

Remember  this,  that'if  upon  somo  few  superricial  acquire- 
ments, you  exalt  and  swell  yourself,  as  though  you  were  a 
man  of  learning  already,  you  are  tllereby  building  a  mo.st 
unpassable  barrier  against  all  improvement;  you  M'ill  lie 
down  and  indulge  idleness,  and  rest  3'oursolf  contented  in 
the  midst  of  deep  and  sliumcfal  ignorance.  Mulli  ad  scieri' 
tiam  pcrvenisseni,  si  se  illuc  pcrvenisse  non  putnssenl. 

IV.  Presuuie  not  too  much  upon  a  bright  genius,  a  reacly 
wit  and  good  parts  ;  for  this,  without  labor  and  study,  will 
never  make  a  man  of  knowledge  and  wisdom.  This  has 
been  an  unhappy  temptation  to  persons  of  a  vigorous  and 
gay  fancy,  to  despise  learning  and  study.  They  hR.ve  been 
acknowledged  to  shine  in  an  assembly,  and  sparkle  in  dis- 
course upon  common  topics  ;  and  thence  they  took  it  into 
their  heads  to  abandon  reading  and  labor,  and  grow  old  in 
ignorance.  But  when  they  had  lost  the  vivacities  of  animal 
nature  and  youth,  tliey  became  stupid  and  sottish,  even  to 
contempt  and  ridicule.  J.Aicidas  and  Scintillo  are  young 
men  of  this  stamp  :  they  shine  in  conversation  ;  they  spread 
their  nativ^riclies  belore  the  ignorant;  they  pride  them- 
selves in  their  own  lively  images  of  fancy,  and  imagine 
themselves  wise  and  learned.  J3ut  they  had  best  avoid  the 
presence  of  the  skilful  and  the  test  of  reasoning  ;  and  1 
^ould  advise  them,  once  a  day,  to  think  forward  a  little. 
what  a  contemptible  figure  they  will  make  in  age. 

The  witty  men  sometimes  have  sense  enough  to  knov/ 
their  own  foible,  and  therefore,  they  craftily  shun  the  at- 

we  desire  to  excel,  merely  for  the  '  superfici;U  attainment,  what  eirect, 
sake  of  excellin;;.  i  will  it  be  likely  to  have  upon  our 

When  is  it  right  1     When  we  de-  <  future  progress  l 
8ire  to  excel,  for  tlie  saKe  of  doing  I      Meaning  of  the  Latin   sentence, 
good.  s  Multi  ad scieiiliam,  Slc. '\  Many  might 

How  will  good  emulation   make  \  liecome  learned,  did  they  not  fancy 
us  feel  in  relation  to  the  improve-  :  themselves  such  already, 
raents  of  others  1    To  rejoice.  |      What  is  said  under  the    fourtli 

Effect  of  bad  emulation  in  such  a  >  rule,  respecting  genius  ■? 
case '!    To  make  us  grieve.  >       What,  besides  genius,   is  neces- 

Should  enmlation  be  encouraged  1  sary  to  make  a  person  truly  wise  1 
or  not  1     Good  emulation  should  be  |  Study  and  tlie  blessing  of  God. 
encouraged,  and  bad  emulation  op-  ;       If  persons  neglect  study  in  yoiitli, 
posed.  \  what  is  likely  to  be  the  character  of 

Why  is  it,  that  some  good  men  |  their  elder  life  1    Contemptible, 
profess  to  he  opposed  to  all  eniula-  |      Why  do  witty  men  sometimes  pre- 
tion"?     Probably,  by  mistaking  the  s  tend  to  despise  argument  1    Because 
meaning  of  the  word.  |  they  cannot  reason. 

If  we  exalt  ourselves  upon  some  J 


24  GENERAL  RCLES  FOR  GAINING  KNOWLEDGE. 

tacks  of  argument,  or  boldly  pretend  to  despise  and  re- 
nounce them ;  because  tliey  are  conscious  of  Uieir  own 
ignorance,  and  inwardly  confess  tlieir  want  of  acquaintance 
with  tlie  skill  of  reasoning. 

V.  As  you  are  not  to  fancy  yourself  a  learned  man,  be- 
cause you  are  blessed  with  a  ready  wit,  so  neither  must 
you  imagine,  that  large  and  laboiious  reading,  and  a  sti"ong 
memory,  can  denominate  you  truly  wise. 

It  is  meditation  and  studious  thought,  it  is  the  exercise 
of  your  own  reason  and  judgment  upon  all  you  read,  tha:t 
gives  good  sense  even  to  the  best  genius,  and  affords  your 
snderstanding  the  truest  improvement.  A  boy  of  strong 
memory  may  repeat  a  whole  book  of  Euclid,  yet  be  no 
geometer ;  for  he  may  not  be  able  perhaps  to  demonstrate 
one  single  theorem.  Memorino  lias  learnt  half  tlie  Bible 
by  heart,  and  is  become  a  living  concordance,  and  a  speak- 
ing index  to  theological  folios,  and  yet  he  understands  little 
of  divinity. 

A  well  furnished  library  and  a  capacious  memory  are 
indeed  of  singular  use  toward  the  improvement  of  the  mind. 
But  if  all  your  learning  be  nothing  else  but  a  mere  amass- 
ment of  what  others  have  written,  Avithout  a  due  penetra- 
tion into  their  meaning,  and  without  a  judiciom  choice  and 
determination  of  your  own  sentiments,  I  do  not  see,  what 
title  your  head  has  to  true  learning,  above  your  shelves. 
Thougli  you  have  read  Philosopliy  and  Theology,  Morals 
and  Metaphysics  in  Jibundance,  and  every  other  art  and 
science,  yet  if  your  memory  is  tlie  only  faculty  cinjjloyod, 
you  can  justly  claim  no  higher  character  than  tliatof  agood 
historian  of  the  sciences. 

Here  note,  Many  of  the  foregoing  advices  arc  more 
peculiarly  proper  for  those,  who  are  conceited  of  tlieir  abili- 
ties, and  are  ready  to  entertain  a  hitrh  opinion  of  them- 
selves. But  a  modest,  humble  youth  of  a  good  genius, 
slwuld  not  suffer  himself  to  be  discouraged  by  any  of  these 
considerations.  They  are  designed  only  as  a  spur  to  dili- 
gence, and  a  guard  against  vanity  and  pride. 

VI.  Bo  not  so  weak,  :is  to  imagine,  that  a  life  of  learning 
is  a  life  of  laziness  and  ease.  J)are  not  give  up  yourself  to 
any  of  the  learned  professions,  unless  you  are  resolved  to 


VVlial  of  reading,  under  tlie  fiflli 
nilel 

VVIint  !<Iuiulil  we.  exercise  upon  nil 
wo  read  1 

Wliat  will  tills  givo  to  geniuu  ? 

WJint  of  Meiiioriii0 1 


Ulraninn  of  awcnrdance  7 

Wliiit  if  n  person  has  renti  miirli, 
and  srairdy  (■iiiployuJ  any  fiirulty 
bill  iiiciiiiiry  '1. 

Willi  (:uili(in  is  (riven  in  tlie  sixth 
rule,  reipecting  a  lire  orieurnJDg  f 


GENERAL  KULES  FOR  GAKVING  KNOWLEDGE.  25 

labor  hard  at  study,  and  can  make  it  your  delight  and  the 
joy  of  your  life,  according  to  the  motto  of  our  late  Lord 
Chancellor  King,  Labor  ipse  voluplas. 

It  is  no  idle  thing  to  be  a  scholar  indeed.  A  man,  much 
addicted  to  luxury  and  pleasure,  recreation  and  pastime, 
should  never  pretend  to  devote  liimsclf  entirely  to  tiie  sci- 
ences, unless  his  soul  be  so  refined,  that  he  can  taste  all 
these  entertainments  eminently  in  his  closet,  among  his 
books  and  papers.  Sobrino  is  a  temperate  man  and  a  phi- 
losopher, and  lie  feeds  upon  partridge  and  pjieasant,  venison 
and  ragoos  and  every  delicacy,  in  a  grou-ing  understand- 
ing, and  a  serene  and  healthy  soul,  thougli  lie  dines  on  a 
dish  of  sprouts  or  turnips.  Languinos  loved  his  ease,  and 
therefore,  chose  to  be  brouglit  up  a  scholar  ;  he  had  much 
indolence  in  his  temper,  and  as  he  never  cared  for  study, 
he  falls  under  universal  contempt  in  his  profession,  because 
he  has  notliini>-  but  the  gown  and  the  name. 

VII.  Let  t.fie  hope  of  new  discoveries,  as  well  as  the 
satisfaction  and  pleasure  of  known  trutlis,  animate  your 
daily  industry.  l)o  not  think  learning  in  general  has  ar- 
rived at  its  perfection,  or  that  the  knowledge  of  any  par- 
ticular subject  in  any  science  cannot  be  improved,  merely 
because  it  has  lain  five  liundred  or  a  tliousand  years,  with- 
out improvement.  The  present  age,  by  the  blessing  of 
God  on  the  ingenuity  and  diligence  of  men,  has  brought  to 
light,  such  truths  in  natural  philosophy,  and  sucli  discove- 
ries in  tlie  heavens  and  the  earth,  as  seemed  to  be  beyond 
the  reach  of  man.  But  may  not  there  be  Sir  Isaac  New- 
tons  in  every  science  ?  You  should  never  despair,  there- 
fore, of  finding  out,  that  which  has  never  yet  been  found, 
unless  you  see  something  in  the  nature  of  it,  which  renders 
it  unsearchable,  and  above  the  reach  of  our  faculties. 

Nor  should  a  student  in  divinity  imagine,  tlmt  our  age 
has  arrived  at  a  full  understanding  of  every  thing,  which 
can  be  known  by  the  scriptures.  Every  age  smce  the 
Reformation,  has  tlirowu  gome  further  light   on   difficult 

Meaning  of  the  Latin  plirase,  La-  (       Meaning  of  unsfarchahlc  7 
bor  ipse  voluplasl     Labor  itself  is  >      Upon  what,  lias  liglit  been  thrown, 
pleasure.  \  in  every  age,  since  tlie  Ileforniationl 

Why  (lid  fianguiiios  choose  to  be  |  What  relbrniatioii  is  here  meant  1 
brought  up  a  scholar"!  i  The  great  reformation  from  I'opery, 

How  was  he  regarded  in  his  pro-  \  begun  by  Martin  Luther. —  Wheni 
fession  1  ;  In  1517. 

To  wliat,  should  the  hope  of  new  I  Why  is  it  called  Oie  Rcformationi 
discoveries  animate  ns1  i  By  way  of  eminence,  because  it  was 

In  what  cases,  sliould  we  not  des-  I  so  great  and  iiiii>ortant. 
pair  of  inakini' discoveries!  \ 

3 


2G  UENEKAL  RULES  FOK  GAINING  K>0WLED6E. 

texts  and  paragraphs  of  the  Bible,  which  had  been  long 
obscured  by  the  early  rise  of  Antichrist;  and  since  tliere 
are  at  present  many  difficulties  and  darknesses  hanging 
about  certain  trutlis  of  the  Christian  Religion,  and  since 
several  of  these  relate  to  important  doctrines,  such  as  the 
Origin  of  Sin,  the  Fall  of  Adam,  tiic  Person  of  Christ,  the 
blessed  Trinity,  the  Decrees  of  God,  &.c.  which  do  still 
embarrass  the  minds  of  honest  and  inquiring  readers,  and 
wliich  make  Avork  for  noisy  controversy  ;  it  is  certain  there 
are  several  things  in  the  Bible  yet  unknown,  and  not  suffi- 
ciently explained  ;  and  it  is  ceriain,  that  there  is  some  way 
to  solve  these  difficulties,  and  to  reconcile  these  seeming 
contradictions.  And  why  may  not  a  sincere  teaclier  ot 
truth  in  the  present  age,  by  labor,  diligence,  study  and 
prayer,  with  the  best  use  of  his  reasoning  powers,  lind  out 
the  proper  solution  of  those  knots  and  perplexities  wliicb 
liavc  hitherto  been  unsolved,  and  which  have  afforded  mat- 
ter for  an^ry  quarrelling  ?  Happy  is  every  man,  who  shall 
be  favored  of  Heaven  to  give  a  helping  hand  toward  that 
introduction  of  the  blessed  age  of  light  and  love. 

VIII.  Do  not  hover  always  on  the  surface  of  things, 
nor  take  up  suddenly  with  mere  appearances ;  but  pene- 
trate into  the  deptli  of  matters,  as  far  as  your  time  and  cir- 
cumstances allow,  especially  in  those  things,  wiiich  relate  to 
your  own  profession.  Do  not  indulge  yourselves  to  judge  of 
things  by  the  first  glimpse,  or  a  short  and  superficial  view 
of  them ;  for  this  will  fill  the  mind  ■with  errors  and  preju- 
dices, and  give  it  a  wrong  turn  and  ill  habit  of  thinking,  and 
make  much  work  for  retraction.  Subito  is  carried  away 
with  title  pages,  so  that  he  ventures  to  pronounce  upon  a 
large  octavo  at  once,  and  to  recommend  it  wonderfully 
when  he  had  read  half  tiie  Preface.  Anotiier  volume  of 
controversies  of  equal  size,  was  discarded  by  iiim  at  once, 
because  it  pretended  to  treat  of  the  Trinity  ;  and  yet  he 
could  neither  find  the  word  es5t?ice  nor  siibsistcncies,  in  the 

By  what,  had  tliosc  passages  been  t      Stato  oriuiinkind  during  that  age  ! 

obscured  1 — l.iteriil  ineiuiinBof.4Hf(-  |  Peniliarly    Imly   ;md    liappy.      See 

thrill!     An  adversary  (d' (Jhrist. —  i   Isaiah  2: 

MeaniiiR  of  a/irrr.vucy  /  i       Meaiiiiig  of  ohscurel  —  of  emhar- 

To  what  dnen  Aiilirhrial  here  re-  j  ra.^sl — of  .su/cc  ? 

ferl    'J'ho  Pap.il  power.  i       If  wo  jiidiie  of  thinps  by  tlie  first 

MeanWiR  of  y'<i;/«i  ?  i  i;limp<e,  with  what,  will  it  fill  tbo 

What  age,   is   it  very  deHirabIc,  j  iiiiixl  1 

that  we  should  aid  in  liitrodiiciiiiil  |       What   four  things   are   generally 

What  Is  that  age  generally  railed  1  j  nece^^sary  forthdroiigh  iiivesligaiioii? 

The  Millennium.  j  Time,  attention,  patience  and  per- 

Meaiiingof  J/ti'cnniuin7  j  soverance. 


UEJJERAL  RULES  FOR  GAINIJSG  KNOWLEDGE.  27 

12  first  pagfcs.  But  Subito  clianges  his  opinions  of  men 
and  bookstand  things  so  often,  that  nobody  regards  hiin. 

As  for  those  scifnccs,  or  those  parts  of  knowledge,  wliich 
eitlii'i'.your  profc.-s.'.iun,  your  lei:;L;re,  }'uta-  iiicliuatioii  ur 
your  incapacity,  forbid  you  to  pursue  witli  much  applica- 
tion, or  to  search  far  into  them,  you  must  be  contented  with 
an  historical  and  superiicial  knowledge  of  them,  and  not 
preten<i  to  form  many  judgments  of  your  own  on  those  sub- 
jects, which  you  understand  very  imperfectly. 

IX.  Once  a  day,  especially  in  the  early  years  of  life  and 
study.  Call  yourselves  to  ..n  account,  and  consider  what 
new  ideas,  what  new  proposition  or  truth  you  iiave  gained, 
wliat  further  confirmation  of  known  truths,  and  what  ad- 
vances you  have  made  in  any  part  of  knowledge  ;  and  if 
possible,  let  no  day  pass  away  without  some  intellectual 
gain.  Such  a  course  well  pursued,  must  certainly  advance 
us  in  useful  knowledge.  It  is  a  wise  proverb  among  the 
learned,  borrowed  fVoni  the  lips  and  practice  of  a  celebrated 
painter,  jy'uUa  dies  sine  linca ;  let  no  day  pass  Mithout  one 
line  at  least ;  and  it  v.as  a  sacred  rule  among  the  Pytha- 
goreans, that  they  should  every  evening  thrice  run  over  the 
actions  and  affairs  of  the  day,  and  examine,  what  their  con- 
duct had  been,  what  they  had  done,  or  what  tliey  had  neg- 
lected ;  and  thoy  assured  their  pupil?,  that  by  this  metliod, 
they  would  make  a  noble  progress  in  the  path  of  virtue. 

Ni'i'  K;i  si/l!  .s!iiiuli(;r  close  yimr  eyes, 
Before  you've  reci)ilec;ti'il  Uirice 
The  train  of  actions  tliro'  the  dny. 
W'liare  liave  my  feet  cl)ose  out  tiie  way  ? 
AVliat  have  I  learnt,  where'er  I've  been, 
From  all  I've  heard,  from  all  I've  seen? 
What  know  I  more,  that's  worth  the  knowing? 
What  liave  I  done,  tliat's  worth  the  doing? 
Wiiat  have  i  s()Uf;lil,  tl;at  1  rilioulil  shunr 
What  duty  liuve  1  left  undone? 
Or  into  what  new  follies,  run  ? 
These  self-inquiries  are  the  road. 
That  leads  to  virtue  and  to  God. 


Why  does  no  one  regard  the  opin-  i  day  "? 
ion  of  Subito  1  \      Who  were  the  Pythagoreans  1  The 

Upon  what  subjects,  should  we  1  followers  of  Pytliagoras. 
form  scarcely  any  opinion  1  |      Who  was  Pythagoras  1     One  of 

How  often    should    we    inquire,  !  tlie  greatest  of  the  Grecian  philoso- 
what  new  ideas  we  have  gained  1      J  pliers. 

\^'liat  sain  slioulil  wc  endeavor  to  \      What  great  Hebrew  pro[;liet9  were 
acquire  every  day  1  !  cotpuiporary  with  Pythagoxasl  Jere- 

How  many  times  did  the  Pytha-  5  niiah.  Ezekiel  and  Daniel, 
goreans  review  the  afl'airs  of  each  \      Meanius,  of  cutempora'-y  1 


28  GENERAL  RULES  FOR  GAI^'IKG  KNOWLEDGE. 

I  would  be  gl:id  among  a  nation  of  Christians  to  find 
young-  men  heartily  engaged  in  the  practice  of  what  this 
heathen  writer  teaches. 

X.  Maintain  a  constant  watch,  at  all  times,  against  a 
dogmatic  spirit.  Fix  not  your  assent  to  any  proposition  in 
a  tirui  and  unalterable  manner,  till  you  have  some  iirui  and 
unalterable  ground  for  it,  nor  till  you  have  arrived  at  some 
clear  and  sure  evidence  ;  til!  you  have  turned  tlw^  proposi- 
tion on  all  sides,  and  searched  the  matter  through  and 
through,  so  tliat  you  cannot  be  mietaken.  And  even  where 
you  may  think  you  have  full  grounds  of  assurance,  be  not 
too  early  nor  too  frequent  in  expressing  this  assurance,  in 
too  peremptory  and  positive  a  manner,  remembering,  that 
human  nature  is  always  liable  to  mistake  in  this  corrupt  and 
feeble  state.  A  dogmatic  spirit  has  many  inconveniences 
attending  it :  as, 

1.  It  stops  the  ear  against  all  further  reasoning  upon  that 
subject,  and  shuts  up  the  mind  from  all  furtiier  iuiprove- 
ments  of  knowledge.  If  you  have  resolutely  fixed  your 
opinion,  though  it  be  upon  too  slight  and  insufficient 
grounds,  yet  you  will  stand  determined  to  renounce  the 
strongest  reason,  brought  for  the  contrary  opinion,  and 
grow  obstinate  against  the  force  of  the  clearest  argument. 
Positive  is  a  man  of  this  character,  and  has  often  pronoun- 
ced his  assurance  of  the  Cartesian  vortexes.  Last  year, 
some  further  light  broke  in  upon  his  understanding,  with 
uncontndlable  force,  by  reading  something  of  mathematical 
philosojihy.  Yet  iiaving  asserted  his  former  opinions  in  a 
most  confident  manner,  he  is  tempted  now  to  wink  a  little 
against  the  truth,  or  to  prevaricate  in  his  discourse  upon 
that  subject,  lest  by  ailifiitting  conviction,  lie  should  expose 
himself  to  the  necessity  of  confessing  ids  former  folly  and 
mistake  ;  and  he  lias  not  humility  enough  for  that. 

2.  A  dogmatic  spirit  naturally  leads  us  to  arrogance,  and 

f fives  a  rrTan  some  airs  in  conversation,  which  are  too 
laughty  and  assuming.  Audeiis  is  a  man  of  learning,  and 
very  good  company,  but  his  infallible  assurance  renders  his 
carriage  sometimes  insupportable. 

AgainHt  what  spirit,  (loPH  the  tcTitli  j       Why  is  Posilivo  unwilling  to  con- 

riile  rennirK  us  coiiliiiiKilly  to  watcli  1  j  fess  his  errors  1 

Moaninc  of  «/u;.i-mrt(ic  ?  j       Aleaiiiiif;  of /irciv/nVnrr? 

When  may  we  lie  firmly  decided  j       Wliat  airs  does  dogniatiHin  give  to 

in  opinion  1      After  faithful   exam-  j  Conversation  1 
(nation  with  rlear  evidence.  VVliat  Hometimes  renders  llie  man- 

Aciiinst   wli.xt,    does    dogmatism  |  ncrs  of  Audens  insiipporlublel 

dtop  the  ear  1  I 


GENERAL    RULES    FOR    GAINING   KNOWLEDGE.  29 

3.  A  dogmatic  spirit  inclines  a  man  to  be  censorioua. 
Evcrjf  one  of  his  opinions  appears  to  liim  written  as  it  were 
witli  sun  beams,  and  he  grows  angjy  that  liis  neighbor  does 
not  sec  it  in  the  same  light.  He  is  tempted  to  disdain  his 
correspondents,  as  men  of  low  and  dark  understanding; 
because  they  wilJ  not  believe  what  he  does.  Furio  goes 
farther  in  this  wild  track,  and  charges  thoee,  who  refuse  his 
notions,  with  wilful  obstinacy  and  vile  hypocrisy.  He  tells 
them  boldly,  that  they  resist  the  truth,  and  sin  against  their 
consciences. 

These  are  the  men,  that  v/hen  they  deal  in  controversy 
delight  in  reproaches.  They  abound  in  tossing  about  ab- 
surdity and  stupidity  among  their  bretliren.  They  cast  the 
imputation  of  heresy  and  nonsense  plentifully  upon  their 
antagonists ;  and  in  matters  of  sacred  importance,  they 
deal  out  their  anathemas  in  abundance  upon  Christians 
better  than  tliemselves.  They  denourtce  damnation  upon 
their  "neighbors,  without  eitlier  justice  or  mercy,  and  when 
they  pronounce  sentences  of  divine  wrath  against  supposed 
heretics,  they  add  their  own  human  fire  and  indignation. 
A  dogmatist  in  religion  is  not  a  great  way  off  from  a  bigot, 
and  is  in  high  danger  of  growmg  up  to  be  a  bloody  per- 
secutor. 

XI.  Though  caution  and  slow  assent  will  guard  you 
against  frequent  mistakes  and  retractions,  yet  you  should 
get  humility  and  courage  enough  to  retract  any  mistake, 
and  confess  an  error.  Frequent  changes  are  tokens  of 
levity  in  our  first  determinations.  Yet  you  should  never  be 
too  proud  to  change  your  opinion,  nor  frightened  at  the  name 
of  changeling.  Learn  to  scorn  those  vulgar  bugbears,  Avhich 
confirm  foolish  man  in  his  own  mistakes,  for  fear  of  being 
charged  >vith  inconstancy.  T  confess,  it  is  better  not  to 
judge,  than  to  judge  falsely ;  and  it  is  wiser  to  withhold  our 
assent,  till  we  see  complete  evidence.  But  if  we  have  too 
suddenlv  given  our  assent,  as  the  wisest  man  does  some- 
times, ii  we  have  professed  what  we  find  afterwards  to  be 
false,  we  should  never  be.  ashamed  nor  afraid  to  renounce 

With  what,  does  Furio  charge,  Wliat  is  a  dbgmatist  in  danger  of 
those,  who  refuse  his  notions.''       }  becoming? 

Against  what,  does  he  say,  they  \  Can  you  now  mention  three  or 
sin  ?  (four  great  evils  of  dogmatism  ? 

When  such  men  deal  in  contro-;  What  should  we  be  willing  to  re- 
jpersy,  in  what  do  they  delight  ?        S  tract .' — to  confess  ? 

Meaning  of  controversy  1  <     Meaning  of  rciract? 

Meaning  of  OHteo-oni5t?  I     AVhich  is  worst,  to  judge  falsely, 

of  heresu  7 — of  aital/tema  ?— of  bi^ot  ?  }  or  not  to  judge  ? 

3* 


30  GENERAL  RULES  FOR  GAINING  KNOV'LEDGE. 

a  mistake.  That  is  a  noble  essay,  that  is  found  among  the 
Occasional  Papers,  to  eneoiu'age  tlie  world  to  practise  re- 
tractions ;  and  I  would  recommend  it  to  tlie  perusal  of 
every  scholar  and  every  Christian. 

XII.  He,  that  Avould  raise  his  ju'dgments  above  the  vul- 
gar rank  of  mankind,  and  learn  to  pass  a  just  sentence  on 
persoiis  and  things,  must  take  heed  of  a  fanciful  temper  of 
mind,  and  a  humorous  conduct  in  his  affairs.  '  Fancy  and 
humor,  early  and  constantly  indulged,  may  expect  an  old 
age  over-run  with  follies. 

A  humorist  is  one  that  is  greatly  pleased  or  greatly  dis- 
pleased with  little  things  ;  Avho  sets  his  licart  much  upon 
matters  of  very  small  importance  ;  who  has  liis  will  deter- 
mined every  day  by  trifles,  his  actions  seldom  directed  by 
the  reason  and  nature  of  things,  and  his  passions  frequently 
raised  by  things  of  little  moment.  Where  this  practice  is 
allowed,  it  will  insensibly  warp  the  judgment  to  pronounce 
little  things  great,  and  tempt  you  to  lay  a  great  weight  upon 
them.  In  short,  this  temper  will  incline  you  to  pass  an  un- 
just value  on  almost  every  thing  that  occurs  ;  and  every 
step,  that  you  take  in  tiiis  patli,  is  just  so  far  out  of  the  way 
to  wisdom. 

XIII.  For  the  same  reason,  have  a  care  of  trifling  with 
tilings  important  and  momentous,  or  of  sporting  with  tilings 
awful  and  sacred.  Do  not  indulge  a  spirit  ot  ridicule,  as 
some  Avitty  men  do  on  all  occasions  and  subjects.  This 
will  as  unhaj)pily  bias  the  judgment  on  the  other  side,  and 
incline  you  to  pass  a  low  esteem  on  the  most  valuable 
objects.  Whatsoever  evil  habit  we  indulge  in  practice,  it 
will  insensibly  obtain  a  power  over  our  understanding,  and 
betray  us  into  many  errors.  Jocander  is  ready  witli  his 
Jest,  to  ansAver  every  tiling  tiiat  he  licars.  He  reads  books 
in  the  same  jovial  luimor,  and  has  got  tlic  art  of  turning 
every  tliouglit  and  sentence  into  merriment.  How  many 
awkward  and  irregular  judgments  does  this  man  pass  upon 
liiilemn  subjects,  even  wJicii  lie  designs  to  be  grave  and  in 
earnest?    llis  mirtii  and  laughing  humor  is  formed  into 

Mnaniiii;  iif  Aiim«n.«t?  |  Scripture,    or  rolato    serious   nnec- 

Upoii  wli.il,  will  this  temper  in-  |  dulrs,  for  mere  aiiiiispineiitl  Never 
dine  IIS  to  plnce  .in  undue  vniuc  !      i  Inr  mere  .iiniisenient,    tliough    we 

Willi  wlial  tilings,  sliuuld  wu  nut  j  may  Noinctiiiius  relate  such,  as  are 
trille  1  t  amusing. 

Willi  what  BiilijeclH,  in  it  peculiar-  j  Willi  what,  is  .(ocander  ready  to 
ly  criiniiiul  tuHpurt  1  Keli[;iuus.sul)-  |  answer  every  tliiiin,  that  lie  hears  1 
jecls.  i       Into  what,   does   he    turn  every 

t*liuuld  wc   mention   passages  or  {  thought  and  sentence  1 


OK.NEUAL  RULES  KOil  CiAIMNG  KNOWLEDGE.  31 

habit  and  temper,  and  leads  his  understanding  shamefully 
astray.  You  will  sec  him  wandering  in  pursujt  of  a  gay 
flying  feather,  and  he  is  drawn  by  a  sort  of  ignis  fatuus 
into  bogs  and  mire,  almost  every  day  of  his  life. 

XIV.  Ever  maintain  a  virtuous  and  pious  frame  of  spirit; 
for  azi  indulgence  of  vicious  inclinations  debases  the  un- 
derstanding, and  perverts  the  judgment.  Licentiousness 
and  new  wine,  take  away  the  heart  and  soul  and  rea- 
son of  a  man.  Sensuality' ruins  the  better  faculties  of  the 
mind.  An  indulgence  of  appetite  and  passion  enfeebles 
the  powers  of  reason  ;  it  makes  the  judgment  weak  and 
susceptive  of  every  falseiiood,  and  especially  of  such  mis- 
takes, as  have  a  tendency  towards  the  gratification  of  tlie 
animal  •,  and  it  warps  the  soul  aside  strangely  from  that 
stedfast  honesty  and  integrity,  th^t  necessarily  belongs  to 
the  pursuit  of  truth.  It  is  the  virtuous  man,  who  is  in  a 
fair  way  to  wisdom.  "  God  gives  to  those,  that  are  good  in 
his  sight,  wisdom  and  knowledge  and  joy."  Ec.  2:  2G. 

Piety  toward  God,  as  well  as  sobriety  and  virtue,  are 
necessary  qualifications  to  make  a  truly  wise  and  judicious 
man.  He,  that  abandons  religion,  must  act  in  such  a  con- 
tradiction to  his  own  conscience  and  best  judgment,  that 
he  abuses  and  spoils  the  faculty  itself  It  is  thus  in  the 
nature  of  things  ;  and  it  is  thus  by  the  righteous  judg- 
ment of  God.  Even  the  pretended  sages  among  the  Hea^ 
thens,  "  who  did  not  like  to  retain  God  in  their  knowledge, 
were  given  up  to  a  rejjrobate  mind ;"  an  undistinguishin^ 
or  injudicious  mind,  so  that  they  judged  inconsistently,  ana 
practised  mere  absurdities.    Rom.  1 :28. 

And  it  is  the  character  of  tlie  slaves  of  Antichrist,  2  Thes. 

What  cffeKt  ii|)()n  his  tiiidtTstaiul-  S  are  good  in  his  sight  1 
ing,  has  Jocander's  huichingliiimdrl  \      V\  hat  is  implied  in  beins;  pood  in 

How'!  liydiverliiii;  liis  attention  !  the  sight  of  God  1  A  good  life, and 
from  the  merits  of  the  siihjcct.  !  a  ^ood  heart. 

Meaning  of  i<rnL<falu:Lsl  A  me-  !  llow  does  it  appear,  that  a  good 
teor  or  light,  that  appi'ars  in  the  *  lieart  is  imfilied'!  Because  God 
night  over  marshy  gronnds.  |  looks  at  the  heart. 

What  is  it  vulgarly  called  1  \Vill  \  What  is  implied  in  having  a  good 
with  the  wisp,  or  Jack  with  a  Ian-  !  heart!  That  we  obey  the  law  of 
tern.  \  God  from  the  heart. 

Figiirativemeaningof  t'rH>i-/;(teH.,-?  I  'J'wo  great  commandmenta  of  the 
That  which  dazzles,  to  lead  astray.    \  law  of  God  1     Mat.  22  :  :i7,  :!9. 

What  frame  of  spirit  should   we  ;      Teni'ency  of  acting  contrary  to 
maintain,   in  order  to  advance   in  S  conscience  and  judijflient  I 
knowledge    and    nienCal    improve    >       Wliom  vverethe  lleiilhen  sagesun- 
nient  ?  \  willing  to  retain  in  llieir  knowledge  ? 

What  intluenre  npon  the  mind,  |  To  what,  diil  God  give  the!n  up  ? 
>)as  vicious  indiil;:ence  1  1       Meaning  oC  reprolmlc  mind'!  —  of 

What  does  God  give  to  those,  who  \  sage  1 — of  IranaubsUiiUialiou  ? 


32  GENERAL  RCLES  FOR  GAI>'IXG  K>OVVL£DGK. 

2 :  10,  &c.  that  those  "  who  receive  not  the  love  of  tlie 
truth,"  were  exposed  to  the  power  of  diabolical  sleights  and 
lying  wonders. .  When  divine  revelation  shines  and  blazes 
in  the  face  of  men  with  glorious  evidence,  and  tlicy  wink 
their  eyes  against  it.  the  God  of  this  Avorld  is  sulTcred  to 
blind  them,  even  in  the  most  obvious,  common  and  sensible 
things.  The  great  God  of  heaven,  for  this  cause,  "  sends 
them  strong  delusions,  that  they  should  believe  a  lie  ;"  and 
the  nonsense  of  transubstantiation  in  the  po])ish  world,  is  A 
most  glaring  accomplishment  of  this  prophec}^  beyond  ever 
what  could liave  been  thought  of  or  expected  among  crea- 
tures who  pretend  to  reason. 

XV.  Watch  against  the  pride  of  your  own  reason,  and  a 
vain  conceic  of  your  intellectual  powers,  with  the  neglect 
of  divine  aid  and  blessing.  Presume  not  upon  great  attain- 
ments in  knowledge  by  your  own  self-sufficiency.  Those, 
who  trust  to  their  own  understanding  entirely,  are  pro- 
nounced fools  in  tlie  word  of  God  :  and  it  is  the  wisest  of 
men,  who  gives  tliem  tJiis  cliaracter.  "  He,  that  trusteth  in 
his  ov/n  heart,  is  a  fool,"  Prov.  28  :  tiG.  And  tiie  same 
divine  writer  advises  us  to  "  trust  in  the  Lord  with  all  our 
heart,  and  not  to  lean  to  our  own  understandings,  nor  to  be 
wise  in  our  own  eyes,"  Cha]),  .') :  5,  7. 

Those,  Avho  witli  a  neglect  of  religion,  and  of  dependence 
on  God,  apply  themselves  to  search  out  every  article  in  the 
things  of  God,  by  the  mere  dint  of  their  own  reason,  have 
been  suffered  to  run  into  wild  excesses  of  foolery,  and 
strange  extravagance  of  opinions.  Every  one,  who  pursues 
this  vain  course,  and  will  not  ask  for  tlic  conduct  of  (lod  in 
the  study  of  religif)n,  has  just  reason  to  fear  he  .shall  be  IcR 
of  God,  and  given  uj)  a  prey  to  a  thousand  prejudices ;  tliat 
he  shall  be  consigned  over  to  the  follies  of  his  own  hearty 
and  pursue  his  own  temporal  nnd  eternal  ruin.  And  even 
in  common  studies,  v/e  should  by  humility  and  dependence, 
cngMgo  t!ie  God  of  truth  on  our  side, 

aVF.  Offer  up,  tlicrefore,  your  daily  requests  to  God, 
the  Father  of  ligiits,  that  he  would  bless  all  your  atteiupta 
and  labors  in  reading,  study  and  conversation.    Think  witli 

Agnh)'<t  what,  fdnii  nrpriiifi,sIioiil(l  {      llow  ollcii  filumlil  we  prny  for  a 

wc  lie  i.eciiliarly  walclifiil  ?  >  iliviiicl)li'.ssiii(' upon  our  iiitcllertiiiil 

\Vli;il  does  the  Srripliirc  r.'ill  Iilni.  i  hiliors? 

V'ho  tniHlH  ill  I1I4  own  h<^'\rl  ?  J       .Mraninir  tit'  clue? — oTinlricateJ — 

Whai,   is  IhiTK  rrasoii  to  fi-ar,  wc  j  of  liil'iirinl.ti'! — tif  inifilorcl 
fliall  Im  left  to  piirniie,  ilwcil'inot  |       Meaiiiiii;  of  a  Kaliii  phrase  under 
wck  lh(!  iliviin-  aid  in  llie  iiivcstiya-  j  rule  IG?    Cod  is  tlie  pourcc  or  bo- 
lion  ol  triitli  1  ;  ijiMiiini;. 


UEKERAti  RULES   I'OR  GAIMiNG  KNOWLEDGE.  33 

yourself,  how  easily  und  liow  insensibly,  by  one  turn  of 
Uiought,  ho  can  lead  you  into  a  large  scene  of  useful  ideas., 
He  can  teach  you  to  lay  hold  on  a  clue,  which  may  guide 
your  thoughts  with  safety  and  ease,  througli  all  tlie  difficul- 
ties of  an  intricate  subject.  Think,  how  easily  the  Author 
of  your  being  can  direct  your  motions,  by  his  providence, 
so  that  the  glance  of  an  eye,  or  a  word  striking  the  ear,  or 
a  sudden  turn  of  tlie  fancy,  shall  conduct  you  to  a  train  of 
happy  sentiments.  By  this  secret  and  supremo  method  of 
government,  he  can  draw  you  to  read  such  a  treatise,  cfr  to 
converse  witli  such  a  person,  who  may  give  you  more  light 
into  some  deep  subject  in  an  hour,  than  you  could  obtain  by 
a  month  of  your  own  solitary  labor. 

Think  with  yourself,  with  how  much  ease  the  God  of 
spirits  can  cast  into  your  mind,  some  useful  suggestion,  and 
^ive  a  happy  turn  to  your  own  thoughts,  or  the  thoughts  of 
those,  with  whom  you  converse,  whence  you  may  derive 
unspeakable  light  and  satisfaction  in  a  matter,  that  has  long 
puzzled  and  entangled  you.  lie  can  show  you  a  path, 
"which  the  vulture's  eye  has  not  seen,"  and  lead  you  by 
some  unknown  gate  or  portal,  out  of  a  Avildeirness  and  laby- 
rinth of  difficulties,  wherein  you  have  been  long  wander- 
ing. 

Implore  constantly  his  divine  grace,  to  point  your  incli- 
nation to  proper  studies,  and  to  hx  your  heart  there.  He 
can  keep  off"  temptations  on  the  right  hand  and  on  the  left, 
both  by  the  course  of  his  providence,  and  by  the  secret  and 
insensible  intimations  of  his  Spirit,  fie  can  guard  your  un- 
derstanding from  every  evil  influence  of  error,  and  secure 
you  from  the  danger  of  evil  books  and  men,  which  might 
otherwise  have  a  fatal  effect,  and  lead  you  into  pernicious 
mistakes. 

Nor  let  this  sort  of  advice  fall  under  the  censure  of  the 
godless  and  profane,  as  a  mere  piece  of  bigotry  or  enthusi- 
asm, derived  from  faith  and  the  bible  ;  for  tlie  reasons, 
which  I  have  given  to  support  this  pious  practice  of  in- 
voking the  blessing  of  God  on  our  studies,  are  derived  from 
tlie  light  of  nature  as  well  as  revelation.  Ho,  that  made 
our  souls,  and  is  the  Father  of  spirits,  shall  he  not  be  sup- 
posed to  have  a  most  friendly  influence  toward  the  instruc- 
tion and  government  of  them  ?  The  Author  of  our  rational 
powers  can  involve  them  in  darkness,  when  he  pleases,  by 
a  sudden  distemper,  or  he  can  abandon  them,  to  wander 
into  dark  and  foolish  oi)inions,  wlicn  they  are  filled  with  a 
vain  conceit  of  their  own  light.    He  expects  to  be  acknowl- 


31  GENERAL  RULES  FOR  GAI.MNU  KJSO'.VLEDGE. 

edged  in  the  common  affairs  of  life,  and  he  docs  as  cer- 
tainly expect  it  in  tlic  superior  operations  of  the  mind,  and 
in  the  search  of  knowledge  and  truth.  The  Latins  were 
taught  to  saj'-,  A  Jove  principhun  miisce.  In  the  works  of 
learning,  they  thought  it  necessary  to  begin  with  God. 
Even  tlie  poets  call  upon  the  muse  as  a  goddess,  to  assist 
them  in  their  compositions. 

The  first  lines  of  Homer  in  his  Iliad  and  Odyssey,  the 
first  line  of  Museus  in  his  song  of  Hero  and  Leander,  the 
beginning  of  Hesiod  in  his  poem  of  Works  and  Days,  and 
several  others,  furnish  us  with  sufficient  examples  of  tliis 
kind.  Nor  does  Ovid  leave  out  this  piece  of  devotion,  as 
he  begins  his  stories  of  the  Metamorpliosis.  Christianity 
so  much  the  more  obliges  us  by  the  precepts  of  Scripture, 
to  invoke  the  assistance  of  the  true  God  in  all  our  labors  of 
the  mind,  for  the  improvement  of  ourselves  and  others. 
Bishop  Saunderson  says,  tliat  study  without  prayer  is  athC' 
ism,  as  well  as,  that  prayer  ivithout  study  is  presumption. 
And  we  are  still  more  abundantly  encouraged  by  the  testa- 
mony  of  tliose  who  have  acknowledged  from  their  own 
experience,  that  sincere  prayer  was  no  hinderance  to  their 
studies.  They  have  gotten  more  knowledge  sometimes  upon 
their  knees,  than  by  their  labor  in  perusing  a  variety  of  au- 
thors ;  and  they  have  left  this  observation  tor  such  as  follow, 
Bene  orassc  est  bene  studuissc.    Praying  is  the  best  studying. 

To  conclude,  let  industry  and  devotiun  join  together; 
and  you  need  not  doubt  the  happy  success,  Prov.  2:  1 — 6. 
"  My  son,  if  thou  wilt  receive  my  words,  aiid  hide  my  com- 
mandments within  thee  ;  so  tluit  thou  incline  tliine  ear  unto 
wisdom,  and  apply  thine  iieart  to  understanding  ;  yea,  if 
thou  criest  after  knowledge,  and  liftest  up  thy  voice  for  un- 
derstanding ;  if  tliou  seclvest  her  as  silver,  and  srari-hest 
for  her  as  tor  hid  treasures  ;  then  shalitliou  understand  the 
fear  of  the  Lord,  and  find  the  knowledge  of  God.  For  the 
Lord  givcth  wisdom  :  out  of  his  mouth  coincth  knowledge 
and  understanding." 

Note  ],  itv  the  Editor. 

[Prayer for  inslruiiion. — It  is  earnestly  desired,  tliat these 
excellent  remarks  of  Watts  upon  })ray(:r  in  cuiiuection  with 
study,  may  not  be  lost  upon  a  single  pupih  May  he  attend 
to  them  closely,  ponder  tliem  deeply,  and  improve  them 

AccordiriR  In  iiislicip  SauiiderKon,  j       What  desirn  is  exprefsrd   In   Uin 
wli;it   iH  Htiidy   witlidul    jiriijcrl —  j  bcgiiiiiiiiK  ol'Nute  I.  I 
pr»ycr  wlllioul  iitudv  1  ! 


GENERAL  KU1.ES  FOli  GAINING  KNOWLEDGE.  35 

faithfully.  Perhaps  there  is  no  other  subject,  which  in  pro- 
portion to  its  imj)ortance,  has  been  so  little  regarded  in  the 
pursuit  of  literature  as  prayer.  If  we  would  gain  knowl- 
edge, we  should  seek  it  irom  tl*e  Father  of  lights.  If  we 
would  have  a  wise  and  understanding  heart,  we  should 
seek  it  from  llim,  whose  understanding  is  inlinite  ;  not  in 
the  way  of  sloth  and  idleness,  but  in  the  assiduous  use  of 
ihe  appointed  means.  We  must  dig  for  knowledge,  as 
well  as  cry  for  it.  Here  the  pupil  is  advised,  to  turn  to  that 
admirable  passage  in  Prov.  2  :  1 — 9,  and  study  these  verses, 
till  he  can  almost  or  quite  repeat  them  ;  and  endeavor  to 
understand  and  feel  and  relish  the  Aveighty  thoughts.  He 
is  also  advised,not  only  to  offer  his  daily  prayer  for  di- 
vine instruction,  but  to  put  up  two  or  three  sliort  petitions, 
as  he  commences  the  study  of  each  lesson.  They  may 
be  purely  extemporaneous  or  not ;  they  may  be  compos- 
ed wy  himself  or  otliers  ;  they  may  be  read  or  repeated. 
These  circumstances  are  of  no  importance,  provided  the 
prayer  is  breathed  forth,  from  a  contrite  and  fervent  heart. 
Perhaps  some  of  the  following  forms  may  be  helpful  to 
those,  wht)  have  had  little  or  no  experience  in  crying  to 
God  after  knowledge,  and  lifting  up  their  voice  for  under- 
standing. * 

Form  of  Prayer  for  a  Student. —  O  thou  Father  of  lights 
and  God  of  grace,  I  beseech  thee,  to  pardon  my  unworthi- 
ness,  to  enfighten  my  mind,  to  invigorate  my  faculties,  to 
quicken  my  attention,  to  deliver  me  from  prejudice,  and 
enable  me  to  pursue  my  study  with  great  success,  that  I 
may  be  prepared  for  usefulness  and  glory,  for  the  Redeem- 
er's sake. 

Another. —  O  thou  Sun  of  righteousness,  thou  Light  of  the 
world,  I  entreat  thee  to  enlighten  my  soul.  Shine  upon 
llie  pages  before  me.  May  I  understand  them.  May  I  be 
enabled  to  distinguish  between  the  precious  and  the  vile. 
If  they  contain  any  thing,  not  true,  may  I  be  enabled  to 

On  wliiit  special  occasions,  should  i  ciirfe  the  special  blessing  of  God  upon 
we  pray,  that  Cud   would  aid  us  in  \  our  effbits. 
gainiui;  knowledge  1  !       What   use  may  w?  make  of  the 

Should  we  pray  extemporaneous-  \  following  forms  of  prayer's 
ly,  or  otherwise  !      How  must   we  i      Should   we   confine  ourselves  to 
pray,  in  order  that  our  prayers  may  *  these  1    By  no  means, 
avail'!  !      What  if  we  do  not  need  themi 

How  can  prayer  conduce  to  fur-  >  It  will  be  better  to  pray  without 
nish   our   minds   with  knowledge?  !  them. 

It  tends  to  m-il;e  us  love  it  more  ar-  |  What  if  students  were  as  much 
denlly,  to  seek  it  more  vigorously,  I  engaged  in  seeking  knowledge  from 
patiently  and  candidly,  and  to  pro-  |  God  as  from  books? 


36  GEMERAL  RULES  FOR   GAIfflXG    K.\OWLEU(iE. 

perceive  and  reject  it ;  and  %vlialever  is  true  and  importar.:, 
may  I  hide  in  my  heart,  and  improve  it  to  thy  glory,  and  tli  • 
good  of  mankind,  for  Christ's  sake. 

Another. —  Q  thou  gracjous  Giver  of  every  good  gift,  1 
desire  to  bless  and  praise  tliee,  that  there  is  a  spirit  in  man, 
and  thy  inspiration  gives  him  understanding  ;  that  thou  hast, 
thus  exalted  him  above  the  beasts  of  the  field  and  tlie  fowls 
of  heaven.  I  beseech  thee  to  increase  my  understanding, 
that  every  faculty  may  be  greatly  improved  and  invigora- 
ted ;  that  every  lesson  may  add  to  the  precious  stock  of 
knowledge,  and  tliat  it  may  conduce  to  the  good  of  man- 
kind, and  my  own  immortal  benefit,  through  Jesus  Christ 
tlie  Redeemer,  to  wliom  he  glory  everlastinof.    Amen. 

Another. — Most  great  and  gracious  God,  1  desire  forever 
to  bless  and  praise  thee,  for  the  noble  faculties  of  my  soul. 
I  have  reason  to  blush  and  to  be  ashamed,  that  I  have  made 
60  little  effort  for  their  improvement.  'O  Lord,  how  haje  I 
hated  instruction,  and  despised  reproof.  I  beseech  thee  to 
forgive  my  great  transgression,  and  all  my  other  transgres- 
sions, and  enable  me  hereafter  most  vigorously  and  de- 
voutly to  improve  all  my  means  of  knowledge  and  under- 
standing, and  prepare  for  life  eternal,  for  tlTe  Redeemer's 
sake. 

Form  of  Prayer  for  the  iLse  of  one  ivho  is  studying  the 
Scriptures. — O  Gou  of  nature  and  of  grace  ;  Father  of  an- 
gels and  of  saints,  I  bless  tiiec  for  the  light  of  sim,  moon 
and  stars.  But  more  especially  would  I  praise  thee,  for  the 
light  of  redemption ;  the  light  that  beams  forth  from  the 
face  of  Jesus,  that  glows  on  the  pages  of  thy  holy  word. 
To  this  holy  word,  may  I  ever  take  heed,  as  to  a  light 
sinning  in  a  dark  place.  O  Lord,  I  beseech  thee  to  show 
me  thy  glory  ;  teach  me  wondrous  things  out  of  thy  law ; 
open  my  v.nderstanding,  that  1  may  understand  the  Scrip- 
tures ;  quicken  my  memory,  to  retain  thy  truth  ;  and  my 
iieart,  to  obey  it ;  that  by  thy  word  and  Spirit,  I  may  be 
trained  for  everlasting  lift.-,  through  Jesus  Christ,  to  whom 
be  honor,  i>raise,  doiuluion  and  glory  forever.     Amen. 

Another. — FalJicr  of  lights,  and  f'Vuntain  of  knowledge, 
I  thank  thee  iur  t!ie  IJible  —  that  all  Scripture  is  given  by 
tJ)y  insj)iriition,  and  that  it  is  ])rofitable  for  doctrine,  for  re- 
proof, for  correction,  for  instruction  in  righteousness.  May 
It  be  thus  profitable  to  me.  Mny  I  read  it  with  close  and 
devout  attention,  with  understanding,  with  love.  May  it 
be  the  joy  and  rejoicing  of  my  hoiiI,  and  may  it  nourish  ine 
up  into  everlasting  life,  fur  Christ's  sak<:L  .  Amen. 


THE  FIVE  METHODS  COMPARED.  37 

Another. — O  Lord,  I  entreat  thee,  to  assist  me  in  reading 
tliy  word.  May  I  receive  it  into  a  good  and  honest  heart. 
May  it  conduce  to  make  me  perfect,  to  fiirnisli  me  for  every 
good,  and  to  prepare  me  for  heaven,  for  Christ's  salte.   Amen. 

If  students,  were  as  much  engaged  to  seek  knowledge 
from  God,  as  they  are  to  gain  information  from  books,  no 
doubt  it  would  liave  a  most  happy  influence  to  hasten  the 
blessed  day,  Avhen  tlie  watchmen  shall  see  eye  to  eye,  and 
the  earth  be  filled  with  the  knowledge  and  salvation  of  the 
Lord.] 


CHAPTER IL 

OBSERVATION,    READING,    INSTRDCTION    BY   LECTURES, 
CONVEKSAIION   AND    STUDY,    COMPARED. 

There  are  five  emment  means  or  methods,  whereby  the 
mind  is  improved  in  the  knowledge  of  things,  and  these  are 
observation,  reading,  instruction  by  lectures,  conversation 
and  meditation ;  which  last  in  a  most  peculiar  manner,  is 
called  study. 

Let  us  survey  the  general  definitions  or  descriptions  of 
them  all. 

L  Observation  is  the  notice,  that  we  take  of  all  occur- 
rences in  human  life,  whether  they  are  sensible  or  intel- 
lectual, M'liether  relating  to  per!?ons  or  things,  to  ourselves 
or  others.  It  is  this,  that  furnishes  us,  even  from  our  in- 
fancy, with  a  rich  variety  of  ideas  and  propositions,  words 
and  plu-ases.  It  is  by  this,  we  know,  that  fire  will  burn, 
that  the  sun  gives  light,  that  a  horse  eats  grass,  that  an 
acorn  produces  an  ofik,  that  man  is  a  being  capable  of  rea- 
soning and  discourse,  that  our  judgment  is  weak,  that  otir 
mistakes  are  many,  that  our  sorrows  are  great,  that  our 
bodies  die,  and  are  carried  to  the  grave,  and  that  one  gen- 
eration succeeds  another.  All  those  tilings,  wliich  we  see, 
which  we  hear  or  feel,  which  we  perceive  by  sense  or  con- 

Siiliject  of  the  second   chapter  1  i  first— conversation  next  1 

General  view  of  the  Five  Methods  \  Wliat  is  observation  r    Tlie  notice 

of  saining  iiislriiction.                          J  we  take  of  objects. 

Wliat  are  tlie  five  methods  of  in-  |  Wliere  are  tliose  objects  in  rela- 

struction  .■'                                               !  tion  to  oiirselves  ?     t'ome  of  them 

Wliat  is  the  best  arrangement  of  )  are  within  us,  and  same,  witliout  us. 

these  -1                                                 I  Wliat  objects  can  we  observe  with- 

Why  should  observation  be  placed  |  in  us  ^ 

•  4 


38  THE  FIVE  METHODS  COMPARED. 

sciousness,  or  which  we  know  in  a  dii-ect  manner,  with 
scarcely  any  exercise  of  our  reflecting  faculties,  or  our 
reasoning  powers,  may  be  included  under  the  general  name 
of  observation. 

When  this  observation  relates  to  any  thing,  tha#  immedi- 
ately concerns  ourselves,  and  of  which  we  are  conscious,  it 
may  be  called  experience.  So  I  am  said  to  know  or  expe- 
rience, that  I  have  in  myself  a  power  of  thinking,  fearing, 
loving,  &c,  tiiat  I  have  appetites  and  passions,  working  in 
mc,  and  that  many  personal  occurrences  have  attendeame 
in  this  life. 

Observation  therefore  includes  all  that  Mr.  Locke  means 
by  sensation  and  reflection. 

When  we  are  searching  out  the  nature  or  properties  of 
any  being,  by  various  metliods  of  trial;  or  when  Ave  apply 
some  active  powers,  or  set  some  causes  at  work,  to  observe, 
what  effects  they  would  j)roduce,  this  sort  of  observation  is 
called  experiment.  So,  when  I  throw  a  bullet  into  water,  I 
find  it  sinks  ;  and  when  I  throw  the  same  bullet  into  quick- 
silver, I  sec  it  swims  ;  but  if  I  beat  out  this  bullet  into  a 
thin,  hollow  shape,  like  a  dish,  then  it  will  swim  in  the 
waller  too.  So,  v/hcn  I  strike  two  flints  together,  I  find 
they  i)roduco  fire ;  when  I  tiirow  a  seed  into  tlie  earth,  it 
grows  up  into  a  plant. 

Ail  these  belong  to  the  first  method  of  knowledge,  which 
I  call  observation. 

II.  Reading  is  tliat  means  or  method  of  knowledge, 
whereby  we  acquaint  ourselves  with  what  other  men  have 
published  to  the  world,  in  their  writings.  These  arts  of  read- 
ing and  writing  arc  of  infinite  advantage  ;  for  by  them,  we 
are  made  partakers  of  the  sentiments,  ouservutions,  reason- 
ings and  improvements  gf  all  the  learned  world,  in  tiio  most 
remote  nations,  and  in  former  ages,  almost  from  the  begin- 
i«g  of  mankind. 

Name  of  lliis;  inward  oliservation  1  i       How?     Ily  using  iiietliods  of  In- 
More  technical   name  1     Consci-  |  stnictlnn,  and  presenting  motives. 
OUBneKS.  I      Me:in\i\ii  of  iiinlirr.7 

Oeneral  meaning  of  ohscrcalinnJ  >  'J'wo  crand  distinclions  in  read- 
Notice  of  external  nlijocts.  j  ing?    Silent  and  audible. 

By  how   many  ReoMeH,   do  we  ob-  i       Meaning  of  awi/iV/fc? 

serve  externals  1 — Wliat  are  they  ?  i       Dc.iign  of  silent  readingi — ofau 

When  we  employ  caiiseit,  in  order  \  dihio? 

to  witn(!H8  their  eli'ects,  what  in  the  1       Which  kind  of  reading  does  the 

operation  called  1  |  author  here  mean  1 

Mention  some  experiments.  j      Of  what,  may  we  ho  made  par- 

Ciin  we  inukc  expuriments  n|)un  |  takern  hy  meanii  of  reading  1  . 
miiidii  1 


THE  FIVE  niETUOUS   COMPAIU'D.  39 

III.  Public  or  private  lectures  are  such  verbal  instruc- 
tions, as  are  given  by  a  teacher,  while  the  learners  attend 
in  silence.  This  is  the  way  of  learning  religion  from  the 
pulpit,  or  philosophy  or  theology  from  the  professor's  chair 
or  mathematics,  by  a  teaclier,  showing  us  various  theorems 
or  problems,  that  is,  speculations  or  practices,  by  demon- 
stration and  operation,  with  all  tlie  instruments  of  art  neces- 
sary to  those  operations. 

IV.  Conversation  is  another  method  of  improVing  our 
minds,  wherein  by  mutual  discourse  and  inquiry,  we  learn 
the  sentiments  of  others,  as  well  as  communicate  our  senti- 
ments to  them,  in  the  same  manner.  Sometimes  indeed, 
though  both  parties  speak  by  turns,  yet  the  advantage  is 
only  on  one  side  ;  as  when  a  teacher  and  a  learner  meet 
and  discourse  together  ;  but  frequently  the  profit  is  mutual. 
Under  this  head  of  conversation,  we  may  also  rank  dis- 
putes of  various  kinds. 

V.  Meditation  or  study  includes  all  those  exercises  of 
mind,  whereby  we  render  all  the  former  methods  useful  for 
our  increase  in  true  knowledge  and  wisdom.  It  is  by 
meditation,  we  come  to  confirm  our  memory  of  tilings,  that 
pass  through  our  thouglits  in  the  occurrences  of  life,  in  our 
own  experiences,  anu  in  the  observations  wo  make.  It  is 
by  meditation,  that  we  draw  various  inferences,  and  estab- 
lish in  our  minds  general  principles  of  knowledge.  It  is  by 
meditation,  that  we  compare  the  various  ideas,  which  we 
derive  from  our  senses,  or  from  tlie  operations  of  our  souls, 
and  join  them  in  propositions.  It  is  by  meditation,  that  we 
fix  in  our  memory,  whatsoever  we  learn,  and  form  our  own 
judgment  of  the  truth  or  falsehood,  the  strength  or  weak- 
ness, of  what  others  speak  or  write.     It  is  meditation,  oi^ 

What  are  lectures  1  f      What  is  a  proposition  1     An  as- 

What  common  religioiis  exercise  i  sertion,  in  wliicli  one  tiling  is  cle- 
may  be  considered  lecturing  1  !  clared  lespecting  another. 

What  is  conversation  1  Mntnal  i  Grand  e.\ccHence  or  defect  of  ever>' 
discoiirs-e. — Meaning  of  wufiwi/?  \  proposition'!     Every  proposiUon  is 

Meaninir  of  conversation,  as  used  |  eitlier  true  or  false. 
in  Scripture  1  i      What  does  every  truth   become, 

Which  of  the  five  methods  is  pe-  I  when  expressed  1    A  true  i)ropos;- 
ciiliarly  fitted  to  render  the  others  \  turn. 
useful!  I      What  does  every  falsehood    be- 

What  word  does  Watts  here  use  I  come,  when  expressed  1  A  false 
aa  syr.omynious  with  merfitaaoH?        !  proposition. 

Meaning  of  .■■;/7ii)ni/moMs?  ;       \Vhat   is   a   proposition,    existing 

By  what  exercise,  do  we  general-  I  merely  in  the  mind,  without  being 
ly  fix  ideas  in  the  memory  1 — draw  \  expressed  1  A  mental  proposition, 
inferences'? — join  our  ideas,  so  as  to  i  What  is  the  grand  business  of 
form  propositions  1  |  logic  1    To  ascertain,  whether  pro- 


40 


THE  KIVK  METHODS  COMPARED. 


study,  that  draws  out  long  chains  of  argument,  and  searches 
and  finds  deep  and  difficult  truths,  which  before  lay  con- 
cealed in  darkness. 

It  would  be  a  needless  thin^  to  prove,  that  our  own  soli- 
tary meditations,  together  with  the  few  observations,  that 
the  most  part  of  manlcind  are  capable  of  making,  are  not 
sufficient  of  themselves,  to  lead  us  into  the  attainment  of 
any  considerable  proportion  of  knowledge,  at  least  in  an 
age  so  much  improved  as  ours,  without  the  assistance  of 
conversation  and  readmg,  and  other  proper  instructions, 
that  are  to  be  attained  in  our  days.  Yet  each  of  thooO  five 
methods  has  its  peculiar  advantages,  whereby  they  assist 
each  other  ;  and  its  peculiar  defects,  which  need  to  be  sup- 
plied by  the  others'  assistance.  Let  us  trace  over  some  of 
the  particular  advantages  of  each. 

I.  One  method  of  nnproviug  the  mind  is  observation; 
and  the  advantages  of  it  are  these. 

1.  It  is  ov/ing  to  observation,  that  our  mind  is  furnished 
■with  the  first,  simple  and  complex  ideas.  It  is  this,  lays  the 
foundation  of  all  knowledge  ;  and  makes  us  capable  of 
usin^  the  other  methods  for  improving  the  mind.  For,  if 
we  did  not  attain  a  variety  of  sensible  and  intellectual 
ideas,  by  the  perception  of  outward  objects,  by  the  con- 
sciousness of  our  own  appetites  and  passions,  pleasures  and 
pains,  and  by  inward  exjjerience  of  the  actings  of  our  own 
spirits,  it  would  be  impossible  either  for  men  or  books  to 
teach  us  any  thing.  It  is  observation,  that  must  give  us 
our  first  ideas  of  things,  as  it  includes  sense  and  conscious- 
ness. 

2.  All  our  knowledge,  derived  from  observation,  whether 
it  -be  ofsinMe  ideas  or  of  propositions,  is  knowledge  gotten 
at  first  hand.  Hereby,  wc  see  and  know  tilings,  as  they 
are,  or  as  they  appear  to  us  ;  we  take  the  impressions  of 
them  on  our  minds,  from  the  original  objects  themselves  ; 
which  give  a  clearer  and  stronger  concci)lion  of  things. 
These  ideas  are  more  lively  ;  anu  the  propositions,  at  least 
in  many  cases,  arc  much  more  evident.    Whereas,  what 


positions  are  true  or  false. 

VVIiiil  iii.iy  we  infer  from  tliisi 
That  the  siilijecl  of  propiisitions  iH 
e.vceedincly  iiii|)oitanl,n8  it  is  n  suit 
ject,  witli  wliicli  nU  Initli  is  iiiti- 
mntcly  coiinerted. 

Wliicli  of  the  fi  methods  has  its 
peculiar  excelletires  and  ilcferts  1 

How   many  are  llie  cliicf  excel- 


letires of  oliservnlion  1 

What  are  tliey  1  I'rom  ohserv.i- 
tioii,  we  reieive  our  first  ideas — 
ideas  at  fust  liaiid — ideas  more  rieni 
and  livclv-:-foiiiidation  of  all  other 
ideas — pain  continually. 

From  what,  do  we  take  impree- 
sions  of  things,  by  olu:rrvulioii  1 


THE  FIVE  JMEXnODS  COMPARED.  41 

knoAvledge  -vve  derive  from  lectures,  reading  and  conversa- 
tion, is  but  the  copy  of  other  men's  ideas  ;  that  is,  the  pic- 
ture of  a  picture  ;  and  is  one  remove  further  from  tho 
original. 

3.  Anotlicr  advantage  of  observation  is,  that  we  may 
gain  knowledge  all  the  day  long,  and  every  moment  of  our 
fives  ;  and  every  moment  of  our  existence,  we  may  be  add- 
ing something  to  our  intellectual  treasures,  except  only 
while  we  are  asleep  ;  and  even  then,  the  remembrance  of 
our  dreamings  will  teach  us  some  truths,  and  lay  tJie  foun- 
dation for  a  better  acquaintance  with  human  nature,  both  in 
its  powers  and  frailties. 

II.  The  next  way  of  improving  the  mind  is  by  reading  ; 
and  the  advantages  are  such  as  these. 

1.  By  reading,  we  acquaint  ourselves,  in  a  very  exten- 
sive manner,  with  the  affairs,  actions  and  thoughts  of  the 
living  and  tlie  dead,  in  the  most  remote  nations,  and  in  most 
distant  ages  ;  and  that  with  as  much  ease,  as  though  they 
lived  in  our  own  age  and  iiation.  By  reading,  we  may 
learn  something  from  all  parts  of  mankind.  Whereas  by 
observation,  we  learn  all  from  ourselves,  and  only  what 
comes  within  our  own  direct  cognizance.  By  conversation, 
we  can  only  enjoy  the  assistance  of  a  very  few  persons, 
namely,  tliose  who  are  near  us,  and  live  at  the  same  time. 
But  our  knowledge  is  much  more  narrowed  still,  if  we  con- 
fine ourselves  merely  to  our  own  solitary  reasonings,  with- 
out much  observation  or  reading  ;  for  then,  all  our  miprove- 
mcnt  must  arise  only  from  our  own  inward  poM'ers  and 
meditations. 

2.  By  reading,  we  learn  not  only  the  actions  and  the 
sentiments  of  drstant  nations  and  ages,  but  we  transfer  to 
ourselves,  the  knowledge  and  improvements  of  the  most 
learned  men,  the  wisest  and  the  best  of  mankind,  when  or 
wheresoever  they  lived.  For  though  many  books  have 
been  written  by  weak  and  injudicious  persons,  yet  the  most 
of  those  books,  wliich  have  ootained  great  reputation  in  the 
world,  are  tlie  products  of  great  and  wise  men  in  their 

Of  what,  are  the  ideas  derived  |  learn  —  consult  dictionaries — choose 
from  lectures,  reading  and  con  versa-  .  our  companions  —  dismiss  them  at 
tion,  the  copies  1  _  I  pleasure. 

With  wliat,  may  we  'g^i'"  s'orne  |  To  what  objects,  are  we  limited 
acquaintance,  by  means  of  dreams'?  i  in  observation  1 

Chief  advantages  of  readinii?    By  !      To  what  sources  of  knowledge, 
readinsj,  we  may  converse  with  tlie  I  are  v.e  confined   in  conversation  1 
remotest  ases  and  nations — with  the  i  Principally    to   cotemporaries   and 
wisest  and  best  of  men  —  learn  their  \  neighbors. 
best   thoughts  —  review    what    we  | 


42  TUE  FIVE  METHODS  COMPARED. 

several  ages  and  nations  ;  whereas  we  can  obtain  the  con- 
versation and  instruction  of  those  only,  who  are  within  the 
reach  of  our  dwelling,  or  our  acquanitance,  whether  they  are 
wise  or  unwise  ;  and  sometimes  that  narrow  spliere  scarce- 
ly affords  any  person  of  great  eminence  in  wisdom  or  learn- 
ing, unless  our  instructor  happens  to  have  tliis  character 
And  as  for  our  own  study  and  meditations,  even  when  we 
arrive  at  some  good  degrees  of  learning,  our  advantage  for 
further  improvement  inlcnowledge  by  them,  is  still  far  more 
contracted,  than  what  we  may  derive  from  reading. 

3.  When  we  read  good  authors,  we  learn  the  best  senti- 
ments, even  of  those  wise  and  learned  men.  l^'or  they 
studied  hard,  and  committed  to  writing,  their  maturest 
thoughts,  and  the  result  of  their  long  study  and  experience. 
Whereas,  by  conversation,  and  in  some  lectures,  wc  obtain, 
many  times,  only  tlie  present  thoughts  of  our  tutors  or 
friends,  which,  though  they  may  be  bright  and  useful,  yet, 
at  first  perhaps,  may  be  sudden  and  indigested,  and  are 
mere  hints,  which  have  risen  to  no  maturity. 

4.  It  is  another  -advantage  of  reading,  that  we  may  re- 
view what  we  read ;  Ave  may  consult  the  page  again  and 
again,  and  meditate  on  it,  "at  successive  seasons,  in  our 
serenest  and  retired  hours,  having  the  book  always  at  hand. 
But  what  we  obtain  by  conversation  and  lectures,  is  often- 
times lost,  as  soon  as  the  company  breaks  up,  or  at  least, 
when  the  day  vanishes  ;  unless  we  happen  to  have  liic  tal- 
ent of  a  good  memory,  or  quickly  rctu-e,  and  note  down, 
whatrcmarkables  we  have  found  in  these  discourses.  And 
for  the  same  reason,  and  for  want  of  retiring  and  writing, 
many  a  learned  man  has  lost  several  useful  meditations  of 
his  own,  and  could  never  recall  them. 

III.  The  advantages  of  verbal  instructions  by  public  or 
private  lectures,  are  these. 

1.  There  is  soumtliing  more  sprightly,  more  delightful 
and  entt.Ttaining  in  lIielivingdiscour.se  of  a  wise,  learned 
and  well  qualilicd  teacher,'  tluin  in  silent  reading.  The 
verv  turn  of  voice,  the  good  pronunciation,  and  tlie  polite 
and  alluring  manner,  which  some  teachers  have  attained, 
will  engage  the  attention,  keep  the  soul  fi.xcd,  and  insinuate 

What  kind  of  tlipiights,  do  we  |  "What  mny  rondiiri;  to  roniler  Ice- 
generally  pain  in  ronvfrsnlinn  1  i  luring  peculiarly  iiiti;restiMg1    Elo- 

AdvanlagcsoficcturL'sl    l,(>itiires  i  iinencc. 

are  iicnorally  inorc  inlcllipiblu  liian  j      ^VIlat  other  method   is  lecturing 

reuilini;,  more  inJerrHi inn  —  may  lie  j  ninsl  like? 

illiHtratcd  l-y  cx|ieriinent8— may  ad-  j       Meaning  o(  compendium  1 — inteUi- 

mit  urqiiiri^liuMS.  j  giblcl — simUUudel 


THE  FIVE  METHODS  COMPARED.  43 

into  the  mind,  the  ideas  of  things  in  a  more  lively  and  forci- 
ble way,  tlian  the  mere  reading-  of  books  in  the  silence  and 
retirement  of  the  closet. 
9.  A  tutor  or  instructor,  when  lie  paraphrases  and  ex-' 

Slains  other  autliors,  can  mark  out  the  precise  point  of 
ifficulty  or  controversy,  and  unfold  it.  He  can  shew  you, 
whicli  paragraphs  ar.e  of  greatest  importance,  and  which  are 
of  less  moment.  He  can  teach  his  hearers,  what  authors, 
or  what  parts  of  an  author,  are  best  worth  reading,  on  any 
particular  subject ;  and  thus  save  his  disciples  much  time 
and  pains,  by  shortening  the  labors  of  their  closet  and  pri- 
vate studies.  He  can  sliew  you,  what  were  the  doctrines 
of  the  ancients  in  a  compendium,  which  perhaps  would  cost 
much  labor.  He  can  inform  you,  what  nev/  doctrines  or 
sentiments  are  rising  in  the  world,  before  they  come  to  be 
public,  as  well  as  acquaint  you  with  his  own  private  thoughts, 
and  his  own  experiments  and  observations ;  v/liich  never 
were,  and  perhaps  never  will  be.  published  to  the  world ; 
and  yet  may  be  very  valuable  and  useful. 

3.  A  living  instructor  can  convey  to  our  senses,  those 
notions,  with  v.hich  he  would  furnish  our  minds,  when  he 
teaches  us  natural  philosopjiy,  or  most  parts  of  mathemati- 
cal learning.  He  can  make  the  experiments  before  our 
eyes.  He  can  describe  figures  and  diagrams,  point  to  the 
lines  and  angles,  and  make  out  the  demgnstration  in  a  more 
intelligible  manner,  by  sensible  means,  which  cannot  be 
done  so  well  by  mere  reading,  even  though  we  should  have 
the  same  figures  lying  in  a  book  before  our  eyes.  A  living 
teacher,  therefore,  is  a  most  necessary  help  in  these  studies. 

I  might  add  also,  tliat  even  v/herc  the  subject  of  discourse 
is  moral,  logical  or  rhetorical,  &c.  and  whicli  does  not 
directly  come  under  tJie  notice  of  our  senses,  a  tutor  may 
explain  his  ideas  by  such  familiar  examples,  and  plain  simili- 
tudes, as  seldom  find  place  in  books. 

4.  When  an  instructor  in  his  lectures  delivers  any  mat- 
ter of  difiiculty,  or  expresses  himself  in  such  a  manner,  as 
seems  obscure,  so  that  you  do  not  take  his  ideas  clearly  or 
fully,  you  have  opportunity,  at  least  when  the  lecture  is 
finished,  or  at  other  proper  seasons-,  to  inquire,  how  such  a 
sentence  should  be  understood,  or  how  such  a  difficult)' 
may  be  explained  and  removed. 

If  there  be  permission  given  to  free  converse  with  the 
tutor,  either  in  the  midst  of  the  lecture,-  or  rather  y  t  the  end, 
concerning  any  doubts  or  difficulties,  that  occur  to  the 
hearer,  this  brings  it  very  near  to  conversation  or  discourse. 


44  THE  FIVE  METHODS  COMPARED. 

IV.  Conversation  is.  the  next  method  of  improvement 
and  it  is  attended  with  the  following  advantages. 

1.  When  we  converse  familiarly  with  a  learned  friend, 
we  have  his  own  help  at  hand,  to  explain  to  us  every  word 
and  sentiment,  that  seems  obscure  in  his  discourse,  and  to 
inform  us  of  his  wiiole  meaning  ;  so  that  wc  arc  in  much 
less  danger  of  mistaking  his  sense  ;  whereas  in  books,  what- 
soever is  really  obscure,  may  also  abide  always  obscure, 
since  the  autlior  is  not  at  hand,  that  ^ve  may  inquire  his 
sense. 

If  we  mistake  the  meaning  of  our  friend  in  conversation, 
we  may  be  quickly  set  at  right  again.  But  in  reading,  we 
many  times  go  on  in  the  same  mistake  ;  and  arc  not  capa- 
ble of  recovering  ourselves  from  it.  Thence  it  comes  to 
pass,  that  we  have  so  many  contests,  in  all  ages,  about  the 
meahing  of  anc.ent  authors,  and  especially  the  sacred 
writers.  Happy  should  we  be,  could  we  but  converse  with 
Moses,  Isaiah  and  Paul,  and  consult  the  prophets  and 
apostles,  when  we  meet  with  a  difficult  text!  But  that 
glorious  conversation  is  reserved  for  the  ages  of  future 
blessedness. 

2.  When  wc  arc  discoursing  upon  any  theme  with  a 
friend,  we  may  propose  our  doubts  and  objections  against 
his  sentiments,  and  have  them  solved  and  answered  at  once. 
The  difficulties,  tjiat  arise  in  our  minds,  may  be  removed 
by  one  enlightening  word.  Whereas  in  reading,  if  a  difB- 
culty  or  question  arises  in  our  thoughts,  which  the  author 
has  not  happened  to  mention,  wc  must  be  content  without 
a  present  r.nswcr  or  solution.     Books  cannot  speak. 

•i.  Not  only  the  doubts,  v.hich  arise  in  the  mind  upon 
any  subject  of  discourse,  ;iro  easily  proposed  and  solved  in 
conversation,  but  t.he  very  difficulties  we  meet  with  in  books 
and  in  oUr  private  studies,  may  find  a  relief  by  friendly  con- 
ference. Wc  may  pore  ujion  a  knotty  point  in  solitary 
meditation  many  months,  witliout  a  solution  ;  because  per- 
haps wc  have  gotten  into  a  v.rong  tract  of  tliought ;  and 
our  labor  is  not  only  useless  and  unsuccessful,  but  it  leads 
us  perhaps  into  a  train  of  error,  for  want  of  being  corrected 
in  the  first  step.  But  if  we  note  down  this  difficulty,  when 
wc  read  it,  we  may  propose  it  to  an  ingenious  correspcnd- 

AdvantnppH  of  converdafinn  ?     It  }  without  pnlilicexiwismc  —  shows  ua 
affords  opfiorliiiiily  lor  PX|)hiii;iti<iii  j  hniiiiiii  nature— -t-xhilarntrs  the  luind 
— for  prniiosiiiK  ohjprlioiw  —  for  .-o    j  —iiii|irov>;9  frieiidKliip— improves  tlie 
lectins  II  yiilijcrl.  It  pci  iiliarly  stiniu-   !   manners. 
taleH  the  faculticj — allowM  iritlcistn,  | 


THK  FIVE  METHODS   COMPARED.  45 

ent,  ■\vhon  we  sec  him  ;  we  may  be  relieved  in  a  moment. 
He  beholds  the  object  perliaps  in  a  different  view,  sets  it 
before  us  in  f|uitc  another  light,  itnd  leads  us  at  once  into 
evidence  and  truth,  and  that,  with  a  delightful  surprise. 

4.  Conversation  calls  out  into  li^nt,  MJiat  has  been  lodged 
in  the  recesses  and  secret  cluunuers  of  the  soul.  By  oc- 
casional hints  and  incidents,  it  brings  old  useful  notions 
into  remembrance.  It  uijfolds  and  displays  the  hidden 
treasures  of  knowledge,  ^vith  which  reading,  observation 
and  stud}',  h-ad  before  furnished  the  mind.  By  mutual  dis- 
course, the  soul  is  awakened,  and  allured  to  bring  fortli  its 
hoards  of  knowledge  ;  and  it  learns,  how  to  render  them 
most  useful  to  mankind.  A  man  of  vast  reading,  without 
conversation,  is  like  a  miser,  who  lives  only  to  himself 

5.  In  free  and  friendly  conversation,  our  intellectual 
powers  are  more  animated,  and  our  spirits  act  with  a  supe- 
rior vigor  in  quest  of  unknown  truths.  There  is  a  sharp- 
ness and  sagacity  of  truth,  that  attends  conversation,  be- 
yond what  wc  find,  'Avhile  we  are  shut  up,  reading  and 
musing  in  our  retirements.  Our  souls  may  be  serene  in 
solitucfe,  but  not  sparkling,  though  perhaps  we  are  employ- 
ed in  reading  the  works  oTthe  brightest  writers.  Often  lias 
it  happened  in  free  discourse,  that  new  thoughts  are  strange- 
ly struck  out,  and  the  seeds  of  truth  sparkle  and  blaze 
through  the  company,  which  in  calm  and  silent  reading, 
would  never  iiave  been  excited.  By  conversation,  you  avuI 
both  give  and  receive  this  benefit ;  as  flints,  when  put  into 
motion  and  striking  against  each  other,  produce  living  fire 
on  both  sides,  whicn  would  never  have  risen  from  the  same 
hard  materials  in  a  state  of  rest. 

6.  In  generous  conversation,  among  ingenious  and  learn- 
ed men,  we  have  a  great  advantage  of  proposing  our  opin- 
ions and  of  bringing  our  own  sentiments  to  the  test,  and  of 
learning  in  a  more  compendious  and  a  safer  way,  what  the 
world  Avill  judge  of  them,  how  mankind  will  receive  them, 
what  objections  may  be  raised  against  them,  what  defects 
there  are  in  our  scheme,  and  how  to  correct  our  own  mis- 
takes ;  which  advantages  are  not  so  easy  to  be  obtained  by 
our  own  private  meditations.  For  the  pleasure  we  take  in 
our  own  notions,  and  the  passion  of  self-love,  as  well  as  the 
narrowness  of  our  own  views,  tempt  us  to  pass  too  favoura- 
ble an  opinion  on  our  own  schemes  ;  whereas  the  variety 


To  what,  does  Watts  romparo  a  ?  vorsation  "?  —  M 
man  of  vast  reading,  without  con-  | 


[eaning  of  mu^crl 


4c  THE  FIVE  METUUDS   COMPARED. 

of  genius  in  our  several  associates,  will  give  happy  notices, 
how  our  opinion  will  stand  in  the  view  of  mankind. 

7.  It  IS  also  another  considerable  advantage  of  conversa- 
tion, that  it  furnishes  the  student  yv'it'a  the  knowledge  of 
men  and  the  affairs  of  life,  as  reading  furnishes  him  with 
book-learning.  A  man,  who  dwells  all  his  days  among 
books,  may  have  amassed  together  a  vast  heap  of  notions  ; 
but  he  may  be  a  mere  scholar,  which  is  a  contemptible  sort 
of  character  in  the  world.  A  hermit,  Avho  has  been  shut  up 
in  his  cell  in  a  college,  has  contracted  a  sort  of  mould  and 
rust  upon  his  soul,  and  all  his  airs  of  behavior  have  a  cer- 
tain awkwardness  in  them.  But  these  awkward  airs  are 
worn  away  by  degrees  in  company.  The  rust  and  the 
mould  are  filed  and  brushed  off  by  polite  conversation. 
The  scholar  now  becomes  a  citizen  or  a  gentleman,  a  neigh- 
bor and  a  friend  ;  he  learns  how  to  dress  his  sentiments  in 
the  fairest  colors,  as  well  as  to  set  tlicm  in  the  strongest 
light.  Thus,  he  brings  out  his  notions  with  honor ;  he 
makes  some  use  of  tliem  in  the  world  ;  and  improves  the 
theory  by  the  practice. 

But  before  we  proceed  too  far  in  finishing  a  bright  cha- 
racter by  conversation,  we  should  consider,  that  something 
else  is  necessary,  besides  an  acquaintance  with  men  ana 
books  ;  and  therefore  I  add, 

V.  Alerc  lecture,  reading  and  conversation,  without  think- 
ing, are  not  sufficient  to  make  a  man  of  knowledge  and 
wisdom.  It  is  our  own  thought  and  reflection,  study  and 
meditation,  which  mii;;t  littend  all  the  otlier  methods  of  im- 
provement, and  perfect  tlicm.  It  carries  these  advantages 
witii  it. 

1.  Though  observation  and  instruction,  reading  and  con- 


llow  is  a  mere  scholar  generally 
rcj^urilcd  by  the  world  1 

V\  hul  is  a  college  s^tudeiit  in  dan- 
ger of  contracting'! 

ilow  Kliould  students  endeavor  to 
avoid  this  1  lly  treating  each  other 
more  pulilely. 

Which  tnelhnd  ofinstrnction  must 
attend  all  (he  rest,  in  order  to  per- 
fect them  1 

Advantages  of  mcditaliont  It 
fortui  our  jiid!;mont  of  tilings  — 
makes  the  sentiments  of  nlherN  onr 
own — improves  liints  otherwise  ac- 
quired. 

Ilow  shall  wc  Icarn  facts,  that  wo 
do  not  wiliiusii')    Principally  hy  tes- 


timony. 

Cleaning  oC  testimony  7 

liuw  shall  we  determine,  what 
credit  to  give  to  leslimony  t  Oy 
considering  its  rredihilily. 

Meaning  of  credit  ? 

SSi.v  |)rincipal  circumstances,  that 
render  Icsliinony  credible  1  Pro- 
bability of  the  fact;  veracity  of  the 
witness  ;  his  power  to  judge ;  hii 
opportunity  to  judge  ;  his  freedom 
from  bias,  aiid  the  consistency  of 
his  testimony. 

Of  what,  is  a  person  in  danger, 
who  confines  himself  principally  to 
nu'dltulion  ?  ^'elf  conceit,  di'.s|)it«ing 
oiJiers,  and  falling  into  great  errors. 


THE  FIVE  METHODS  COMPARED.  47 

versation  may  furnisli  us  with  many  ideas  of  men  and  things, 
yet  it  is  our  own  meditation,  and  the  labor  of  our  own 
thoughts,  that  must  form  our  judgment  of  things.  Our  own 
thoughts  should  join  or  disjoin  these  ideas  in  a  proposition 
for  ourselves.  It  is  our  own  mind,  that  must  judge  for,  our- 
selves, concerning  the  agreement  or  disagreement  of  ideas, 
and  form  propositions  of  trutli  out  of  them.  Reading  and' 
conversation  may  acquaint  us  with  many  truths,  and  with 
many  arguments  to  support  them.  But  it  is  our  own  study 
and  reasoning,  that  must  determine,  whether  these  proposi- 
tions are  true,  and  whether  these  arguments  are  just  and 
solid. 

It  is  confessed,  there  are  a  thousand  things,  which  our 
eyes  have  not  seen,  and  which  would  never  come  within 
the  reach  of  our  observation,  because  of  the  distance  of 
times  and  places.  These  must  be  knov/n  by  consulting 
other  persons ;  and  that  is  done,  either  in  their  writings,  or 
in  their  discourses.  But  after  all,  let  tliis  be  a  fixed  point 
with  us,  that  it  is  our  own  reflection  aad  judgment,  which 
must  determine,  how  far  we  should  receive  that  which 
books  or  men  inform  us  of,  and  how  far  they  are  Avorthy  of 
our  assent  and  credit. 

2.  It  is  meditation,  that  conveys  the  notions  and  senti- 
ments of  others  to  ourselves,  so  as  to  make  them  properly 
our  own.  It  is  our  own  judgment  upon  tiiem,  as  v.-ell  as 
our  memory  of  them,  that  makes  them  become  our  own 
property.  It  does,  as  it  were,  concoct  our  intellectual  food, 
and  turns  it  into  a  part  of  ourselves  ;  just  as  a  man  may  call 
his  limbs  and  his  flesh  his  own,  whether  he  borrowed  the 
materials  from  the  ox  or  the  slieep,  from  the  lark  or  the 
lobster;  whether  he  derived  it  from  corn  or  milk,-tho  fruits 
of  the  trees,  or  the  herbs  and  roots  of  the  earth.  It  has  all 
now  become  one  substance  with  himself;  and  he  wields 
and  manages  those  muscles  and  limbs,  for  his  own  proper 
purposes,  which  once  were  the  substance  of  other  animals 
or  vegetables  ;  that  very  substance,  which  last  week  was 
grazing  in  the  field,  or  swim.ming  in  the  sea,  waving  in  the 
milk-pail,  or  growing  in  the  garden,  has  now  become  part 
of  the  man.  •    • 

•  3.  By  meditation,  we  improve  the  hints,  that  we  have 
acquired  by  observation,  conversation  and  reading  ;  we  take 
more  time  in  thinking ;  and  by  tlie  labor  of  the  mind,  we 
penetrate  deeper  into  themes  of  knowledge,  and  carry  our 
thoughts  sometimes  much  farther  on  many  subjects,  than 
we  ever  met  with  either  in  the  b^oks  of  the  dead,  or  dia- 


48  THE  FIVE  METHODS  COMPARED. 

courses  of  tlie  living.  It  is  our  own  reasoning,  tliat  draws 
out  one  truth  from  anotlier,  and  forms  a  whole  scheme  of 
science,  from  a  few  hints,  which  we  borrowed  elsewhere. 

By  a  survey  of  tiiese  things,  we  may  jnstly  conclude, 
that  he,  who  spends  all  his  time  in  hearing  lectures,  or 
poriiig  upon  books,  without  observation,  meditation  or  con- 
verse, will  have  but  a  mere  historical  knov,  ledge  of  learn- 
ing, and  be  able  only  to  tell,  what  others  have  known  or 
said  en  the  subject,  lie,  that  lets  all  his  time  flow  away  in 
conversation,  without  due  observation,  reading  or  study, 
will  gain  but  a  slight  or  superficial  knowledge  ;  which  will 
be  in  danger  of  vanishing  with  the  voice  of  the  speaker ; 
and  he,  that  confines  himself  merely  to  his  closet,  and  his 
own  narrow  observation  of  things,  and  is  taujriit  only  by  his 
own  solitary  thoughts,  without  instruction  by  lectures,  read- 
ing or  free  conversation,  will  be  in  danger  of  a  narrow 
spirit,  a  vain  conceit  of  himself,  and  an  unreasonable  con- 
tempt of  others  ;  and  after  all,  lie  will  obtain  but  a  very 
limited  and  imperfect  view  and  knowledge  of  things,  and 
he  will  seldom  learn,  hew  to  make  that  knowledge  useful. 

These  five  metliods  of  improvement  should  be  pursued 
jointly,  and  go  hand  in  hand,  where  our  circuinstanccs  are 
so  happy,  as'to  find  opportunity  and  conveniency  to  enjoy 
thern  all ;  though  I  must  give  my  opinion,  that  two  of  them, 
reading  and  meditation,  slioiild  employ  mucii  more  of  our 
time,  tlian  public  lectures  or  conversation.  As  for  observa- 
tion, we  may  be  always  acquiring  knowledge  that  \vay, 
whether  we  are  alone  or  in  company. 

But  it  will  be  for  our  furtlier  improvement,  if  we  go  over 
all  these  five  methods  of  obtaining  knowledge  more  dis- 
tinctly, and  more  at  large,  and  see,  what  special  advances 
in  useful  science  we  may  draw  from  them  all. 

Note  II,  by  the  Editor. 

[Hero  it  is  earnestly  recommended,  that  the  learner  re- 
view the  preceding  pages  —  that  he  cnrefuliy  consider  and 
weigh  every  sentiment  and  fict,  and  endeavor  to  fix  it  in 
his  mind  forever.     IJcrc  is  a  rich  treasure,  vastly  superior  to 


Which  nf  thr^ie  ."i  inKlhods  should 
lie  piiriiiKsil  Jiiliilly  I 

Mviininu  i.\(jinvllij7 

From  what  vi'rl),  docs  joinf/y  ap 
pear  to  I".'  di-rivcd  ' 

To  ulliih  of  Ihcfic  .I  iiinthods, 
should  most  lime  ho  duvi'lwll 


How  early  in  lifi;,  iihniild  children 
l>H  taii<!ht  to  n-ad  ?  Ah  Noon,  na 
they  can  iindersland  what  limy  read. 

^iliotild  tlu-y  he  encoMrafcd  to  read 
ninch,  that  tin-y  do  not  niidfrstnnd  1 

W'liy  is  it  (Ic^iialilc,  thai  children 
tihoiild  iindeiHtuiid  what  they  readi 


MISCELLANEOUS    QUESTIOiNS.  49 

what  he  has  yet  imagined.  Let  iiim  faithfully  examine 
every  sentence,  endeavor  to  ascertain  its  exact  meaning, 
to  feel  its  force,  and  perceive  its  connection,  that  it  may  be- 
conie,-as  it  were,  a  part  of  his  very  soul.  It  is  often  much 
easier  to  o'ain,  than  to  keep,  especially  ideas.  He  may 
have  faithlully  learnt  and  recited  every  answer.  But  he  is 
in  danirer  of  soon  losing  the  greater  part.  One  of  the  best 
methods  of  preventing  this,  is  a  regular  and  thorough  re- 
view. It  may  be  in  one  lesson  or  more,  according  to  the 
judgment  of  the  teacher.  One  hour  thus  spent  may  con- 
duce more  to  fix  the  answers  in  the  memory,  than  three  in 
common  study.  Nor  is  this  all.  It  will  peculiarly  tend  to 
improve  the  faculty,  so  that  the  pupil  will  more  easily  learn, 
and  better  retain  hi?  future  lessons. 

But  so  iinperfuct  is  the  human  memory,  that  wc  are  by 
no  means  to  suppose,  that  merely  once  learning  and  re- 
viewing \vill  permanently  fix  in  the  mind  so  many  particu- 
lars. Oilier  metiiods  must  be  pursued.  Among  the  best, 
no  doubt,  is  the  method  by  miscellaneous  questions.  This 
goes  over  the  same  ground,  as  the  regular  lessons  ;  but  the 
arrangement  is  altogether  miscellaneous,  and  most  of  the 
questions  different.  A  great  part  of  them  are  reversed 
questions,  in  which  the  questions  and  answers  substantially 
change  places.  The  following  may  serve  as  a  specimen. 
How  long  ivas  Watts  in  coinposing  his  trtatise  on  the  Mind  ? 
fVhat  work  tvas  Watts  2Q  years  in  composing  ? 

Those,  who  have  well  understood  and  committed  the 
preceding  lessons,  will  find  it  an  easy  task  to  learn  the  mis- 
cellaneous questions.  But  this  easy  tisk,  in  proportion  to 
the  time  it  costs,  will  probably  be  found  the  most  useful  of 
all  metliods  for  increasing  the  intellectual  stores. 

The  miscellaneous  arrangement  is  of  inestimable  value. 
Nothing  else  perhaps  so  completely  subjects  our  knowl- 
edge to  our  control  and  management,  whenever  we  have 
occasion  to  use  it.] 

Miscellaneous  Questions,  No.  1. 

What  work   of  Watts  lias  been  i  mind  1 
Ihe  most  disliiiKuislied  1  \      VVhicli  chapter  contains  16  gi!ii- 

Inlo  \vli:il,  may  we  be  plunged  by  I  era!  rules  for  gaining  knowledge  and 
our  mistal<es  ill  jiulgnient"  ,  improvement'? 

Of  wlial,  does  tlie  first  chapter  j  From  wliat  do  we  take  impres- 
consist  1  I  sions  of  objects  liy  oliservatiim  ? 

What  is  emulation  1  |      What  are  some  ol  tlie  cliief  al- 

If  we  jud^p  of  tliiii2s  by  the  first  |  vantage?  pf  conveioatiuii  ! 
glimpse,  with  what  will  it  fill  tlie  i 

5 


50 


MISCELLANEOUS    QUESTIONS. 


Advantage  of  knowing  soinetliing 
of  an  author  1 

Wlioai  do  we  dishonor  by  acting 
without  reason  1 

Wiien  are  we  accountable  to  God 
for  mistakes  1 

Whose  misconduct  should  we 
chiefly  consider,  in  order  to  feel  the 
importance  of  good  judgment  1 

When  is  emulation  right  1 

How  often  should  we  inquire, 
what  new  ideas  we  have  gained  1 

What  is  logic  1 

What  works  should  we  read  most 
eagerly,  to  correct  our  judgment'} 

When  is  emulation  wrong  1 

Meaning  of  dogmatic  1 

Benefit  of  dreams  1 

Which  of  the  live  methods  most 
improves  tiie  manners  1 

Occasion  of  imperfect  style  and 
repetitions  in  this  hook  1 

What  is  a  judgment  withoiU  evi- 
4lcnce  ? 

What  besides  genius,  is  necessary 
toiaake  a  person  truly  wise  '! 

Against  what,  does  dogmatism 
stop  the  ears  1 

Wlien  did  the  Reformation  begin  1 

IIow  many  rules  does  the  first 
chapter  contain,  for  gaining  knowl- 
edge and  mental  improvement  ? 

How  many  melliods  of  gaining  in- 
struction, docs  Watts  mcnt'on  ? 

In  what  manner,  was  this  work 
'  composed  1 

Why  do  witty  men  sometimes 
pretend  to  despise  argument  1 

Why  is  Vositivo  unwilling  to  con- 
fess his  errors  1 

What  distingui-'hed  the  year  15171 

Some  of  the  cliief  advantages  of 
readingi 

Some  s|)ecial  advantages  of  con- 
versation 1 

Which  of  the  6  methods  gives  us 
ideas,  the  most  clear  and  lively! 

Which  of  the  5  methods  should 
attend  all  the  rest  1 

For  whom  is  this  work  more  par- 
ticularly designed  1 

What  name  is  given  to  that  state 
of  mind,  which  tends  to  make  a 
person  judge  without  evidence.' 

What  Hliduld  wcvxeicise  upon  all 
we  read  ? 

What  sometimes  renders  (he  man- 
ners of  Audens  in^mpportable  ? 

With  what,  ii  Joranilcr  ready  to 
uiiawer  every  thing  he  hears  1 


Meaning  o( prejudice  ? 

Most  interesting  of  the  5  meth- 
ods 1 

By  which  of  these,  do  we  form 
our  judgment  of  things  ? 

What  prevented  Watts's  improv- 
ing this  work,  as  he  intended  1 

VVlio  by  his  infallible  assurance, 
sometimes  rendered  his  manners  in- 
supportable 1 

Who  is  ready  to  turn  every  thought 
into  a  juke  ? 

What  are  the  5  principal  methods, 
of  instruction  .' 

Which  of  the  5  methods  are  most 
convenient  for  experiments  1 

By  which  of  tile  5  methods,  do 
wc  gain  our  fundam.ental  ideas? 

Which  of  the  f)  methods  makes 
the  sentiments  of  others  our  own  .' 

AVhat  is  the  art  of  investigating 
and  communicating  truth  1 

Wiien  are  prejudices  most  easily 
imbibed  ? 

To  what,  should  the  hope  of  new 
discoveries  animate  usl 

Which  of  the  6  methods  is  most 
convenient  for  questions  1 

I5y  which,  do  we  draw  inferences .' 

Why  are  we  accountable  for  some 
mistakes'? 

Of  what,  does  logic  teach  us  the 
right  use .' 

At  what  period  of  life,  are  preju- 
dices strongest  1 

What  is  said  of  the  fool  in  Prov. 
11:  10 -5 

Who  exceedingly  Impairs  his  un- 
derstanding, by  his  laugiiing  humor .' 

15y  which  of  the  5  methods,  do 
we  join  our  ideas  into  propositions  1 

What  is  false  induction  ? 

Evil  of  altemi)ting  to  learn  too 
many  things  i 

Meaning  of  premises'! 

IIow  does  bud  feeling  produce  pre- 
judice 1 

VV^'ith  whose  ignorance,  are  we 
most  deeply  concerned  1 

.Meaning  o(  JiliUimiium  7 

What  character  is  In  peculiar  dan- 
ger of  becoming  a  bloody  persecu- 
tor .' 

What  inlluenre  upon  the  mind, 
has  vicious  indulgence  1 

Meaning  o( consciousness? 

When  we  employ  cnuseii  to  wit- 
pess  effects,  what  is  it  called  1 

What  opportunity  had  Watts  en- 
joyed.  fiiT  observation  ? 


nCLES  RELATING  TO  OBSERVATION. 


5] 


Why  is  no  man  obliged  to  learn 
every  thing  1 

What  will  be  the  state  of  the 
woi-lil  (luring the  iMillfniiiiiiii  i. 

WU.il  shuulil  \vc  bi-  u  liliiig  to  re- 
tract ? 

What  does  God  give  to  those, 
who  are  good  in  his  siylit? 

Which  of  the  5  methods  arbids 
us  the  best  opportunity  for  convers- 
ing with  the  wisest  and  best  ot  men  .' 

II"  we  attempt  to  learn  too  many 
things,  how  wdl  it  be  likely  to  injure 
tlie  faculties? 

In  what  period  of  the  world,  will 
all  men  be  holy  and  liajipy  ? 

Whal  should  we  be  willing  to 
confess  1 

To  whom,  does  God  give  wisdom 
and  knowledge  and  joy .' 

Which  of  the  .i  methods  affords 
U9  the  best  opportunity  of  choosing 
companions  ? 

Wiieii  was  Walts  born  1 

Who  ought  to  iciprov*  their 
minds? 

Why  does  no  one  regard  the  opin- 
ion of  Subito: 

Wiiat  is  it  to  be  good  in  the  sight 
of  God? 

Scripture  sense  of  conversation? 

I'rofKSsion  of  Walts  ? 

What  will  the  mind  be,  if  uuiin- 
proved  1 

To  what  interests  1:^  prejudice  in- 
jurious? 

VVhnt  great  reforma.ion  did  Mar- 
tin i.uther  begin  1 

Tendency  of  acting  contrary  to 
judgment  and  conscience  1 

']"o  what  objects,  are  we  limited 
in  oliservatioi)  \ 

V\'hi(li  of  the  5  methods  may  he 
umst  aided  by  eloquence  '1 


Where  was  Watts  born  1 

'J'o  which  of  the  5  methods  shoald 
most  time  be  devoted  1 

Where  was  Watts  settled  ? 

I'pon  v.Um  iiihJL'ds,  is  it  most 
important,  that  we  reason  correctly  1 

Who  began  the  great  reformation 
from  Popery  '? 

Which  of  the  5  methods  is  pecu- 
liarly important  to  the  rest? 

Which  is  most  favorable  for  ex- 
planaliou? 

Character  of  Watts's  piety  1 

AVliat  time  has  every  one  to  at- 
tenil  lo  religion  .- 

What  have  many  turned  into  a 
composition  of  hard  words,  trifles 
and  siibtillies'! 

VV'hose  ignorance  slioiild  we  most 
deeply  deplore  1 

What  is  prayer  without  stiidy  ? 

What  does  every  truth  become, 
when  expressed  in  words? 

By  which  of  i  he  5  mothods,  do  we 
gain  ideas  at  first  hand?  —  Which 
most  exhilarates  the  mind? 

What  is  a  proposition  1 

Which  of  the  o  methods  is  most 
limited  to  its  objects  i 

\yhy  should  children  understand 
what  they  read  1 

(General  slate  of  Watts's  health  1 

V\liai  is  study  without  prayer? 

What  mental  skill  is  very  desira- 
ble for  all  ? 

Into  wliat,  have  many  turned 
logic  1 

"Why  should  we  most  deeply  de- 
plore our  own  ignorance? 

Which  of  the  5  methods  has  its 
peculiar  excellences  and  defects  ? 

Some  of  the  chief  advantages  of 
meditation  "? 


CHAPTER   III. 


nULES   RELATING  TO  OBSERVATION. 

Though  observation  in  tlie  strict  sense  of  the  word,  and 
as  it  is  distinguished  from  incdifation  and  study,  is  the  first 
means  of  our  improvement,  and  in  its  strictest  sense,  does 
not  inchide  in  it  any  reasonings  of  tlie  mind  upon  the  thino-a 
wJiich  we  observe,  or  inferences  drawn  from  thern  ;»yct  the 
motions  of  the  mind  arc  so  exceedingly  swift,  tliatit  is  hardly 


52 


RULES  RELATING  TO  OBSERVATION. 


possible  for  a  tiiinking  man  to  gain  experience  or  observa- 
tion, without  making-  some  secret  and  short  reflections  upon 
thern ;  and  therefore,  in  giving  a  few  directions  concerning 
tJxis  method  of  improvement,  1  shall  not  so  narrowly  confine 
myself  to  tiic  first  mere  impressiois  of  objects  on  the  mind, 
by  observation  ;  but  include  also  some  hints,  which  relate 
to  the  first,  most  easy,  and  obvious  reflections  or  reason- 
ings, which  arise  from  them. 

I.  Let  the  enlargement  of  your  knowledge  be  one  con- 
stant view  and  design  in  life  ;  since  tliere  is  no  time  or 
place,  no  transactions,  occurrences "br  engagements  in  life, 
which  exclude  us  from  this  method  of  improving  the  mind. 
When  we  are  alone,  even  in  darkness  and  silence,  we  may 
converse  with  our  own  hearts,  observe  the  working  of  our 
owH  spirits,  and  reflect  upon  the  inward  motions  of  our  own 
passions  in  some  of  tlie  latest  occurrences  in  life  ;  we  may 
acquaint  ourselves  with  the  powers  and  properties,  the 
tendencies  and  inclinations  both  of  body  and  spirit,  and 
gain  a  more  intimate  knowledge  of  ourselves.  When  we 
are  in  company,  we  may  discover  something  more  of  hu- 
man nature,  of  human  passions  and  lollies^  and  of  human 
affairs,  vices  and  virtues,  by  conversing  with  mankind,  and 
observing  their  conduct.  Nor  is  there  any  thing  more  valua- 
ble, tlian  the  knowledge  of  ourselves  ana  the  knowledge  of 
men,  excejit  it  be  the  knowledge  of  God  who  made  us,  and 
our  relation  to  him  as  our  governor. 

Wlien  we  are  in  the  house  or  tlic  citv,  wherever  wc  turn 
our  eyes,  we  see  tlie  works  of  men.  \\  hen  we  arc  abroad 
in  the  country,  we  behold  more  of  the  works  of  (iod.  The 
skies  and  tlie  ground  above  and  beneath  us,  and  the  tininial 
and  vegetable  world  around  about  us,  may  entertain  our 
observation  with  ten  thousand  varieties, 

Endeavor,  therefore,  to  derive  some  instruction  or  im- 
provement of  mind  from  every  thing  which  you  sec  or  hear, 


8iil>jert  of  tlie  tliirii  cliaptei'! 

Of  wliat  other  exercise,  is  ol)- 
lerA'ntion  considered  as  including  a 
■mall  decree? 

Wlifii  sliiiiilil  \vt-  keep  in  view  the 
enlarRi'ini'iii  of  our  l(no\vl(-d).'c  ? 

Wiien  sliciiild  we  he  cncii^'eil  for 
the  iiMproveiiii'iil  of  our  mental  fac- 
ulties.'   (.'onKtantly. 

How  rnn  we  (.onliniially  purine 
both  tliHHe  ohjccts  1  I'rolialily  toiic- 
qnlre  useful  kiKiwIedfr,  in  tlie  licsl 
manner,  i»  llic  hei>t  wny  to  iiii)iruvo 


the  faculties. 

With  what,  can  we  converse, 
alone,  in  darkness.' 

What  nature  have  we  prcniinr  op- 
portunities to  Ivarn  in  company? 

VVilh  what  creatures,  is  it.  inMl 
importnnt  for  us  to  he  acquainted  .' 

What  knowlcdpp  |8  not  less  im- 
portant, than  that  of  miinkiiid  1 

Whose  works  may  we  principally 
see  in  the  city  1 — In  the  country.' 

I'Voiii  \vhnt,  Khoiild  we  endeavor 
tu  derive  instrnrlion  1 


RULES   RELATING  TO  OliSERVATIO.N.  5\i 

from  every  tiling,  wliich  occurs  in  liuman  life,  from  every 
thing  witliiii.  you  or  witiiout  you. 

Fetch  down  sonio  knowledoe  from  the  clouds,  the  stars, 
tlie  sun,  the  moon,  and  the  revolution  of  all  the  planets. 
Dig  and  draw  up  some  valuable  meditations  from  the  depths 
of  the  earth  ;  and  search  them  through  the  vast  oceans  of 
water.  Extract  some  intellectual  improvements  from  the 
minerals  and  metals,  from  the  wonders  of  nature  among  the 
vegetables,  the  herbs,  trees  and  flowers.  Learn  some  les- 
sons from  tlie  birds,  and  the  beasts  and  the  meanest  insect. 
Read  tJie  wisdom  of  God,  and  his  admirable  contrivance  in 
them  all.  Read  his  almighty  power,  his  rich  and  various 
goodness,  in  all  the  works  of  his  hands. 

From  the  day  and  the  night,  the  liours  and  the  flying 
minutes,  learn  a  Avise  improvement  of  time  ;  and  be  watch- 
ful to  seize  every  opportunity  to  increase  in  knowledge. 

From  the  vicissitudes  and  revolutions  of  nations  and  fami- 
lies, and  from  the  various  occurrences  of  the  world,  learn 
the  instability  of  mortul  aSiiirs,  tiie  uncertainty  of  life,  the 
certainty  of  death.  From  a  coffin  and  a  funeral,  learn  to 
meditate  upon  your  own  departure. 

From  the  vices  and  follies  of  others,  observe  what  is 
hateful  in  them.  Consider  how  such  a  practice  looks  in 
another  person  ;  and  remember,  that  it  looks  as  ill  or  worse 
in  yourself.  From  the  virtues  of  others,  learn  something 
worthy  of  your  imitation. 

From  the  deformity,  the  distress  or  calamity  of  others, 
derive  lessons  of  thankfulness  to  God,  and  hymns  of  grate- 
ful praise  to  your  Creator,  Governor  and  Benefactor,  who 
has  formed  you  in  a  better  mould,  and  guarded  you  from 
those  evils.  Learn  also  the  sacred  lesson  of  cuntentment 
in  your  own  estate,  and  compassion  to  your  neighbor  under 
his  miseries. 

From  your  natural  powers,  sensations,  judgment,  memory, 
hands,  feet,  &c.  make  this  inference,  that  they  were  not 
given  you  for  nothing,  but  for  some  useful  employment,  to 
the  honor  of  your  Maker,  and  for  the  good  of  your  fellow- 
creatures,  as  well  as  for  your  own  best  interests  and  flnal 
happiness. 

From  wlr.u,  should  we  fetcli  down  i  and  fdllies  of  others  ?— from  the  vir- 
knowledye;  \  tnes  ol' others '!  — from  the  talanii- 

V\''hal  may  we  learn  from  the  vi-  !  ties  of  others  ? 
clssitutles  and  revolutions  of  nations  |       For  wlial,  were  our  natural  pow- 
and  famdies  ?  }  ers  and  members  given  usi 

VViat  may  we  learn  from  the  vices  { 

5* 


54 


RDLES  UELATIJiG  TO  OBSERVATIOJf. 


From  the  sorrows,  Uie  pains,  tlie  sicknesses  and  suffer- 
ings, that  attend  you,  loarn  tlie  evil  of  sin,  and  the  imper- 
fection of  your  present  state.  From  your  own  sins  and 
follies,  learn  the  patience  of  God  toward  you,  and  the  prac- 
tice of  humility  toward  God  and  man. 

Thus,  from  every  appearance  in  nature,  from  every  oc- 
currence of  life,  you  may  derive  natural,  moral  and  reli- 
gious observations,  to  entertain  your  minds,  as  well  as  rules 
of  conduct  in  the  affairs  relating  to  this  life,  and  tliat  which 
is  to  come. 

II.  In  order  to  furnish  the  mind  with  a  rich  variety  of 
ideas,  the  laudable  curiosity  of  young  people  should  be  in- 
dulged and  gratified,  rather  than  discouraged.  It  is  a  very 
hopeful  sign  in  young  persons,  to  see  them  curious  in  ob- 
serving, and  inquisitive  in  searching  into  the  greatest  part 
of  things  that  occur  ;  nor  should  such  an  inquiring  temper 
be  frowned  into  silence,  nor  be  rigorously  restrained,  out 
should  rather  be  satisfied' by  proper  answers. 

For  this  reason  also,  where  time  and  fortune  allow  it, 
young  people  should  be  led  into  company  at  proper  seasons, 
should  DO  carried  abroad,  to  see  the  fields,  the  woods,  the 


From  what,  may  we  learn  the 
evils  of  sin  .' — the  patience  of  God  ! 

In  whoni,  is  curiosity  a  liopclul 
sign  ? 

Meaning  of  citnVsf/y  ? 

How  should  it  be  treated  ? 

VV'lial  opportunities,  would  W.ntts 
allow  young  persons  for  observing 
various  objects  1 

First  of  3  cautions  relating  to  such 
observers'!  Their  minds  should  not 
be  distracted  and  ovcrwiitlmed,  by 
(00  many  objects. 

'  Second  1     'I'liey    should    not    be 
hurried  from  object  to  object. 

Tnird  1  Their  attention  should 
be  directed  to  the  most  inipiutant. 

t^pecial  direction  1  Their  minds 
dhonld  be  improved  and  enriched, 
by  viirious  questions  rolnting  lo  the 
ohjPclH,  both  at  the  time  ol  observ- 
ing them,  and  aflerwanls. 

Wlia',  other  mean.^  should  be  used 
foi' their  instriir:tlon  1  Kxplanations, 
anecdotes  and  reHecllons. 

IMeanlng  of  nnrn/i/'c  ? 

To  what  topics,  xhoulil  these  In- 
ftructinns  relate!  To  the  proper- 
ties, iisen  and  history  of  the  objects. 

WUy  should  the  observer  be  ipirs- 
tioncd  at  first?     To  biing  his  atlen 


i  <inn  to  the  subject,  and  to  learn  him 
I  to  lliirik. 

!      Why  afterward  1    To  see,  what 
I  he  remembers,  to  fix  the  instructions 

iin  Ills  mind,  and  lo  see,  what  far- 
ther retlectioiis  he  has  had. 

I      VVIiat  eslablishnieiit  might  he  ex- 

I  reedingly  useful  for  such  observers! 

I  A  vast  nnscum. 

I       -Cleaning  of  museum  ? 

I      How  oiler    should  llicy  visit  it? 

j  Two  or  three  times  a  week,    for 

j  years,  unless  debarred  for  miscon- 

j  duct. 

I  How  should  lliey  he  allowed  to 
use  the  articles'!  To  handle  thcni, 
ami  examine  them  freely,  at  least, 
when  there  is  no  danger  of  injury. 

Wliat  shall  be  <l(ine  for  a  fiibsti- 
lute  !  Collect  and  .-ihow  them  an 
many  useful_  articles,  as  possible, 
and  introduce  them  into  museums, 
an  far  as  it  may  be  safe  and  con- 
venient. 
l''or  what  purpose,  should  miise- 

}  utiis  be  vi^iled?    C'hiefiy  forlnslruc- 

I  tion. 

j      What  seems  exceedinuly  desirable 

j  for  one,   who  visits  a  museum 't     A 

I  book,  explaining  every  article. 


ROIiES  RELATING  TO  OBSERVATION.  55 

rivers,  the  buildings,  towns  and  cities,  distant  from  their 
own  dwelling.  They  should  be  entertained  witli  the  sight 
of  strange  J)ird3,  beasts,  hshes,  insects,  vegetables,  and  pro- 
ductions both  of  nature  and  ait  of  every  kuid,  wliether  they 
are  IJie  products  of  their  own  or  foreign  nations.  And  in 
due  time,'  Avhere  Providence  gives  opportunity,  they  may 
travel  under  a  wise  inspector  or  tutor,  to  different  parts  of 
tlie  world,  for  the  same  end,  that  they  may  bring  home 
treasures  of  useful  knowledge. 

III.  Among  all  these  observations,  write  down  what  ia 
most  remarkable  and  uncommon.  Reserve  these  remarks 
in  store  for  proper  occasions,  and  at  proper  seasons,  take  a 
review  of  them.  Such  a  practice  aviII,  give  you  a  habit  of 
useful  tliinking.  This  will  secure  the  exercises  of  your 
mind  from  running  to  waste  ;  and  by  this  means,  even  your 
looser  moments  will  turn  to  happy  account,  both  here  and 
hereafter.  And  whatever  useful  observations  have  been 
made,  let  them  be  at  least  some  part  of  the  subject  of  your 
conversation  among  your  friends,  at  the  next  meeting. 

Let  the  circumstances  or  situations  of  life  be  what  or 
where  they  will,  a  man  should  never  neglect  tlie  improve- 
ment, which  may  be  derived  from  observation.  Let  him 
travel  into  tlie  East  or  West  Indies,  and  fulfil  the  duties  of 
the  military  or  mercantile  life  there  ;  let  him  rove  through 
the  earth  or  the  seas,  for  his  omii  liumor  as  a  traveller,  or 
pursue  Jiis  diversion  in  what  part  of  the  world  he  pleases,  as 
a  gentleman  j  let  prosperous  or  adverse  fortune  call  him  to 
tiie  most  distant  parts  of  tlie  globe  ;  still  let  him  carry  on 
his  knowledge  and  the  improvement  of  his  mind  by  wise 
observations.  In  due  time,  by  this  means,  he  may  render 
Jiimself  in  some  way  useful  to  mankind. 

Theobaldino,  in  his  younger  years,  visited  tlie  forests  of 
Norway,  on  the  account  of  trade  and  timber ;  and  besides 
his  proper  observations  of  the  growth  of  tpees  on  those 
northern  mountains,  he  learnt,  there  was  a  sort  of  people 
called  Mnnes  in  those  confines,  which  border  upon  Swe- 
den, whose  habitation  was  in  the  woods  ;  and  he  lived  after- 
wards to  give  a  good  account  of  them,  and  of  some  of  their 
customs,  to  the  Royal  Society  for  the  Improvement  of  Nat- 

VVliat    observations    siiouki    we  i  of  body  or  iiiind,  which  enables  us 

writedown'!  j  to  do  soiiielliiiig;  more  easily  or  per- 

What  use    should    we  make  of  i  feclly,  In  (•onse(iiience  of  having  re- 

tbese  !  I  pentedly  done  it  before. 

VVhr.t  most  iinportnnt  liabit,  will  i      What  do  we  do,  from  liabit  1    At- 

such  a  practice  tondiire  to  form  1  \  most  every  thing. 

Meaningof  AaiiY  ?     A  certain  slate  \ 


56  RULES  RELATING  TO  OBSERVATION. 

ura]  Knowledge.  Puteoli  was  taken  captive  into  Turkey 
in  his  youth,  and  travelled  with  his  master  in  their  ho'y  pif- 
grunage  to  Mecca,  whereby  he  became  more  intelligent  in 
me  forms,  ceremonies,  and  fooleries  of  the  Maiiometau  wor- 
ship, than  perhaps  ever  any  Briton  was  before  ;  and  by  his 
manuscripts,  Ave  are  more  acquainted  in  tliis  last  century 
with  the  Turkish  sacreds,  tlian  any  one  had  ever  inforuied 

113. 

IV.  Let  us  keep  our  minds  as  free  as  possible,  from  pas- 
sions and  prejudices ;  for  these  will  give  a  wrong  turn  to 
our  observations,  both  on  persons  and  things.  Tlie  eyes  of 
a  man  in  the  jaundice  make  yellow  observations  on  every 
thing ;  and  the  soul,,  tinctured  with  any  passion  or  preju- 
dice diffuses  a  flilse  color  over  the  real  appearances  of 
things,  and  disguises  many  of  the  common  occurrences  of 
life.  It  never  beliolds  things  in  a  true  light,  nor  suffers 
them  to  appear,  as  tiiey  arc.  Whensoever,  therefore,  you 
would  make  proper  observations,  let  self  witli  all  its  influ- 
ences stand  aside,  as  far  as  possible  ;  abstract  your  own  in- 
terest and  your  own  concern  from  them,  and  bid  all  friend- 
ships and  enmities  stand  aloof,  and  keep  out  of  the  waj',  in 
the  observations  that  you  make  relating  to  persons  and 
things. 

If  this  rule  were  well  obeyed,  we  should  bo  much  better 
{Tuardod  against  those  common  instances  of  misconduct  in 
rtio  observations  of  men,  namely,  the  false  judgments  of 
pride  and  envy.  How  ready  is  envy  to  mingle  with  the 
notices,  which  we  take  of  other  persons!  J  tow  often  are 
mankind  prone  to  put  an  ill  sense  upon  the  actions  of  tl'.eir 
neighborsj  to  take  a  survey  of  tluMu  in  an  evil  position,  and 
in  an  unhiippy  light!  And  by  this  means,  we  form  a  worse 
opinion  of  our  neighbors,  than  they  deserve  ;  while  at  the 
same  time,  pride  and  self-flattery  tem|)t  us  to  m;ike  unjust 
observations  on  ourselves,  in  our  own  favor.  In -all  the  fa- 
vorable iudirinnnts  we  pass  concerning  ourselves,  we  should 
allow  a  little  abatement  on  this  account. 

From  whiit  two  nvils,  kIiouIiI  wo.  I  — Why? 

keep  our  inindH  free,  in  iii.'iluiij;  ob-  j       Why  ulioul.I  wc  make  sonionliate- 

oervatiiiiiK  1  i  meiit  in  our  gouil   opinion  of  oiii- 

Wh.1t  cyrs  iiinkf  yclliivv  oliscrva-  i  si;lvi;s? 

lions  upon  i;very  thiim.'  {       Mow  ran  wi^  jiiilso  ourselves  less 

Whalofliin  con<liiccs  to  nink«  ns  !  fxrt^llent,    than   we    seem    to   liel 

form  n  worae  opinion  of  our  ncigli-  j  Just  as  wo  can  Jiidce  the  mm  and 

bor,  t!i:in  he  deserves  1  j  moon,  much  larger,  than  they  newo 

Are   we   nio^t  like'y  to  think  too  |  to  be. 

highly,  ur  too  meanly  uruuriolvet  t  { 


RULES  RELATING  TO  OliSKRVATIO.N.  57 

V.  In  making  your  cbservations  on  persons,  take  care  of 
indulging  that  busy  curiosity,  Avhich  is  ever  incjuiring  into 
private  o.nd  domestic  affairs,  with  an  endless  desire  of  fearn- 
ing  the  sscret  history  of  families.  It  is  but  seldom,  that 
such  a  prying  curiosity  attains  any  valuable  ends.  It  often 
begets  suspicions,  jealousies  ana  disturbances  in  house- 
holds, and  is  a  frequent  temptation  to  persons,  to  defame 
their  neighbors.  Some  persons  cannot  help  telling  what 
they  know.  A  busy  body  is  most  liable  to  become  a  tattler 
upon  every  occasion. 

VI.  Let  your  observation  even  of  persons  and  their  con- 
duct, bo  chiefly  designed  in  order  to  lead  you  to  a  better 
acquaintance  with  things,  particularly  with  human  nsAure  j 
and  to  inform  you,  what  to  imitate,  and  what  to  avoid,  ruther 
than  to  furnish  out  matter  for  the  evil  passions  of  the  mind, 
or  the  impertinencies  of  discourse,  and  reproaches  of  the 
tongue. 

VII.  Though  it  may  be  proper  sometimes  to  make  your 
observations  concerning  persons,  as  well  as  things,  the  sub- 
ject of  your  discouree  in  learned  or  useful  conversation,  yet 
wli-at  remarlcs  you  make  on  particular  persons,  especially  to 
their  disadvantage,  should,  for  the  most  part,  lie  hid  in  your 
own  breast,  till  some  just  and  apparent  occasions,  some 
necessary  call  of  providence  lead  you  to  speak  them. 

If  the  character  or  conduct,  which  you  observe,  be  greatly 
culpaMe,  it  should  so  much  the  less  be  published.  You 
may  treasure  up  such  remarks  of  the  follies,  indecencies  or 
vices  of  yoiir  neighbors,  as  may  be  a  constant  guard  against 
your  practice  of  the  same,  without  exposing  his  reputation 
on  tiiat  account.  It  is  a  good  old  rule,  that  our  conversa- 
tion should  rather  be  laid  out  on  things,  than  on  persons  ; 
and  this  rule  should  generally  be  observed,  unless  names 
be  concealed,  wheresoever  the  faults  or  follies 'of  mankind 
are  our  present  theme. 

Our  late  archbishop  Tillotson  has  written  a  small  but  ex- 
cellent discourse  on  evil-speaking,  wherein  he  admirably 

Apinst  what  curiosity,  should  wo  |  of  others'! 

particularly  gimrd,  in  observing  per-  ■      What  of  tlie    maxim,    that    we 

sons?  I  should  never  speak  of  others,  but  to 

Meaning  of  busy  curioxity  1  \  their  ad  vantace  1     It  is  contrary  to 

What  is  a  busy-body  likely  to  be-  \  reason  and  Scripture,  and  calculated 

come?  !  to  defeat  itself. 

Mean'mg  of  tattler'!  \       IIovv  to  defeat  itself?     In  such  a 

To  what  object,  should  our  obser-  |  case,   to  say   notliing  of  a   person, 

vttionofpersous  be  chiefly  directed  ?  !  who  is  mentioned,  is  often  the  same, 
Whatistlieouly  thing,  that  should  i  as  to  declare,  that  we  can  say  uo 

ever  lead  us  to  spealc  unfavorably  j  good  of  him. 


58  RULES  RELATING  TO  OBSERVATION. 

explains,  limits  and  applies  that  general  apostolic  precept, 
«  Speak  evil  of  no  man."  Tit.  '3:2. 

VIII.  Be  not  too  liasty  to  erect  general  theories  from  a 
few  particular  observations,  appearances  or  experiments. 
This  is  what  the  logicians  call  a  false  induction.  When 
general  observations  are  drawn  from  so  many  particulars, 
as  to  become  certain  and  indubitable,  tliese  are  jewels  of 
knowledge,  comprehending  great  treasure  in  a  little  room; 
but,  they  are,  therefore,  to  be  made  witli  the  greater  care 
and  caution,  lest  errors  become  large  and  diffusive  if  we 
should  mistake  in  tiiesc  general  notions. 

i^asty  determination  of  some  universal  principles,  with- 
out* due  survey  of  all  ilie  particular  cases,  which  may  be 
included  in  them,  is  tlio  way  to  lay  a  trap  for  our  own  un- 
derstandings in  tlieir  pursuit  of  any  subject ;  and  we  shall 
often  be  talvcn  captives  into  mi-stake  and  falsehood.  Niveo 
in  his  youth,  observed  that  on  tliree  Christmas-days  to- 
gether, tlicre  fell  a  good  quantity  of  snow  ;  and  now  he  has 
written  it  down  in  his  almanack,  as  part  of  iiis  wise  remarks 
on  the  weather,  that  it  will  always  snow  at  Christmas. 
Euron,  a  young  lad,  took  notice  ten  times,  tiiat  there  was  a 
sharp  frost,  when  the  wmd  was  in  tlie  north-east ;  andtherc- 
fore,  in  the  middle  of  last  July,  he  almost  expected  it  would 
freeze,  because  the  weatlicr-cocks  showed  him  a  north-east 
wind  ;  and  he  was  still  more  disappointed,  when  Im  found 
it  a  very  sultry  season.  It  is  the  same  hasty  judgment,  that 
has  thrown  scandal  on  a  whole  nation,  for  the  saiiC  of  some 
culpable  characters,  belonging  to  scvor;il  particular  natives 


of  that  country  ;  whereas  all  r'ronclmicn  are  not  gay  and 
airy  ;  all  the  Italians  are  not  jealous  an  " 
all  the  English  over-run  witli  tlie  spleen. 


I  gay  i 
geful ; 


From  .what,  should  we  not  liRStiJy  {  mas'! 
erect  gitneriil  theories  1  |      Un    whooe    nrroiint,    la  scnndal 

What  IB  this  cuMed  1  i  ooinetiineg  thruivn  upon    a    whiile 

What  led  Niveo  to  conclude,  that  1  nation  1 
It  Would   always  enow  on  Christ-  \ 


OF  REASIiNG  AND  BOOKS.  59 


CHAPTER  IV. 


OF     READIKG    AND     BOOKS. 

I.  Tre  world  is  full  of  books  ;  but  there  are  multitudes, 
which  arc  so  ill  written,  that  they  were  never  wortliy  any 
man's  reading  ;  and  there  are  thousands  more,  which  may 
be  good  in  their  kind,  but  arc  worth  nothing,  when  the  month 
or  year,  or  occasion  is  past,  for  which  they  were  writtten. 
Others  may  be  valuable  in  themselves,  for  some  special 
purpose,  or  in  some  peculiar  science,  but  are  not  fit  to  be 
perused  by  any,  but  those  who  are  engaged  in  that  particular 
science  or  business.  To  what  use  is  it  for  a  divine  or  phy- 
sician or  a  tradesman,  to  read  over  the  hu^re  volumes  of 
reports  of  judged  cases  in  the  law  ?  or  for  a  lawyer  to  learn 
Hebrew,  and  read  tlie  Rabbins  ?  It  is  of  vast  advantage 
for  improv^ement  of  knowledge  and  saving  time,  for  a  young 
man  to  liave  the  most  proper  books  for  his  reading  recom- 
mended by  a  judicious  friend. 

n.  Books  of  importance  of  any  kind,  and  especially  com- 
plete treatises  on  any  subject,  should  be  first  read,  in  a 
more  general  and  cursory  manner,  to  learn  a  little,  what 
the  treatise  promises,  and  what  you  may  expect  from  the 
writer's  manner  and  skill.  And  for  this  end,  1  would  ad- 
vise always,  that  tlie  preface  be  read,  and  a  survey  taken 
of  the  table  of  contents,  if  there  be  one,  before  this  first  sur- 
vey of  the  book.     By  tliis  means,  you  will  not  only  be  bet- 

What  tliree  classes  of  books  does  j  books  often  very  injurious  ?  •By  be- 

Watts  mention,  as  deserving  little  j  irfg  given  ignorantly,  inconsiderately 

or  no  attention  ?                                   ?  or  wick<!(]|y. 

Mow   may  a  young  person  be  as-  |  Should  we  read  a  book,  merely  to 

sisted  in  lucertaining,  wliat  books  !  gratify   its  recomnienderi'  —  to   say 

lie  should  read  1                                    |  we  liave  read  it? — to  talk  about  ill 

What  (iiialificalions    should    the  i  (Irand     objecis,    for    which    we 

recommendcr  possess  J    Good  jiid;;    i  should  read  1     Knowledge  and  men- 

ment.   acqiiainiance  with  the  boolc,  j  tal  improvement, 

and  circumstances  of  the  reader.         j  In  what  manner,    would   ^Vatts 

Why  should   he  coi.'sider  the  cir-  |  have  books  first  read  ? — Why  1 

vUmstances  (if  the  reader  1     A  book  I  Wliat  does  he  say  of  reading  the 

may  be  peruicio'JS  to  some,  that  is  >  preface,  and  table  of  contents? 

useful  to  others.                                    i  How  should  the  second  reading  be 

Why    are    recommendations    of  |  performed  ? 


6u  OF  REAPI.NG  AND   BOOKS. 

ter  fitted  to  give  the  book  the  first  reading,  but  you  will  be 
much  assisted  in  your  second  perusal ;  whicli  should  be 
done  with  greater  attention  and  deliberation  ;  and  you  will 
learn  with  more  case  and  readiness,  what  the  author  pro- 
tends to  teach.  In  your  reading,  mark  what  is  new  or  un- 
known to  you  before  ;  and  review  those  chapters,  pages  or 
paragraphs.  Unless  a  reader  has  an  uncommon  and  most 
retentive  memory,  I  may  venture  to  affirm,  tliat  there  is 
scarcely  any  book  or  cliapter,  worth  reading  once,  tliat  is 
not  worthy  of  a  second  perusal.  At  least,  take  a  careful 
review  of'all  the  lines  or  paragraphs,  which  you  marked, 
and  make  a  collection  of  the  sections,  which  you  thought 
truly  valuable. 

There  is  another  reason  also,  Avhy  I  would  choose  to  take 
a  superficial  and  cursor.y  survey  of  a  book,  before  I  sit  down 
to  read  it,  and  dwell  upon  it  with  studious  attention  ;  and 
that  is,  there  may  be  several  difiicultics  in  it  which  wc  can- 
not easily  understand  and  conquer  at  the  first  reading,  for 
want  of  a  fuller  comprehension  of  the  author's  whole  scheme. 
And  therefore,  in  such  treatises,  we  should  not  stay,  till  we 
master  every  difliculty  at  the  first  perusal ;  for  perhaps, 
many  of  these  will  appear  to  be  solved,  when  we  have  pro- 
ceeded farther,  or  will  vanish  upon  a  second  reading. 

What  wc  cannot  reach  and  penetrate  at  first,  may  be 
noted  down  as  matter  for  after  consideration  and  inquiry,  if 
the  pages,  that  follow,  do  not  liappen  to  strike  a  complete 
light  on  those,  which  went  before. 

111.  If  three  or  four  persons  agree  to  read  the  same  book, 
and  each'brings  his  own  remarks  upon  it,  at  some  set  hours 
appointed  for  conversation,  and  they  communicate  mutually 
their  sentiments  on  the  subject,  and  debate  about  it  in  a 
friendly  manner,  this  practice  will  render  the  reading  of 
any  author  more  abundantly  beneficial  to  every  one  of  them. 


Plioiild  wc  stop  to  conquer  evftry 
difficiilly,  at  Uie  first  re:ulii)^1 — 
Whyl 

How  sliall  wc  remember  the  dilB- 
culty  ? 

To  what  book,  <I(ies  this  dircrlion 
more  eHpeciully  .npply  ?    The  niblc 

What   if  wc   should   never  pass 


inp  the  snnie  hook  1 

Which  of  ilie  5  mclhods  docs  this 
imply,  as  much  as  reading! 

\Vli;it  objection  i?  there,  to  ndopt- 
inc  thin  sncliil  nirlhod  in  all  casus  1 
The  reading  tinist  be  very  slow. 

Chief  advantage  of  this  metliodl 
To  excite  greater  attention  to  the 


over  a  passage  of  scripture,  withniit  |  boi.lc,  tlx  itsrontenis  in  the  memory, 
perfectly  nndcrstanding  it?  We  !  Instrnrt  each  other  by  remarks,  pro- 
alio'.ild  probably  never  get  through  j  diice  a  habit  of  riMiiarking  upon  what 
the  first  chapter  of  Oencsi!".  |  is  read,  and  imiirove  in  convorsa- 

What  method  does  he  recommend  |  tion. 
(hr  :t  or  4  persons  to  practise,  in  reail-  | 


OP  READING  AND  BOOKS.  01 

IV.  rf  several  persons,  engaged  in  the  same  study,  take 
into  their  hands  distinct  treatises  on  one  subject,  and  ap- 
point a  season  of  communication  once  a  week,  they  may 
inform  each  other  in  a  brief  manner  concerning  the  sense, 
sentiments  and  method  of  those  several  authors,  and  there- 
by promote  each  other's  improvement,  eitiier  by  recornmend- 
ing  the  perusal  of  the  same  book  to  their  companions,  or 
perhaps  by  satisfying  their  inquiries  concerning  it  by  con- 
versatidi,  without  every  one's  perusing  it. 

V.  Remember  that  your  business  m  reading  or  in  con- 
versation, especially  on  subjects  of  natural,  moral  or  divine 
science,  is  not  merely  to  know  the  opinion  of  tlie  author  or 
speaker  ;  for  this  is  but  the  mere  knowledge  of  history  ;  but 
your  chief  business  is  to  consider,  whether  their  opinions 
arc  right  or  not,  and  to  improve  your  own  solid  knowledge 
of  that  subject,  by  meditation  on  the  themes  of  their  writ-» 
ing  or  discourse.  Deal  freely  with  every  author  you  read  ; 
and  yield  up  your  assent  only  to  evidence,  and  just  reason- 
ing on  the  subject. 

Here  I  would  be  understood  to  speak  only  of  human  au- 
thors, and  not  of  the  sacred  and  inspired  writings.  In  these, 
our  business  indeed  is  only  to  find  out  tlie  sense ;  and  our 
assent  then  is  bound  to  follow,  when  we  are  before  satisfied, 

Another  method   of  reading  for  i  not  lie. 
several,  who  are  pursuing  the  same  j      Why  cannot  God  lie"?     Because 
study'?  \  he  is  unchangeably  good. 

Advantages!  Nearly  the  same  as  j  Why  should  we  follow  our  own 
of  the  otjier,  with  more  abundant  |  judgment,  rather  than  tliat  of  others, 
improvement.  ?  as  far  as  we  are  capable  of  judging"! 

Disadvantage  of  the  second*!  \  What  if  we  should  always  follow 
Slower  than  the  first.  !  the  judgment  of  others'!     Our  own 

What  object  is  much  more  impor-  \  judgment  would  be, in  vain,  and  we 
tant  in  reading,  than  merely  to  know  \  should  wickedly  bury  a  most  noble 
the  opinion  of  tlie  author!  |  and  precious  talent. 

With  what  authors,  slioald  we  ;  When  may  we  follow  the  judg- 
deal  freelvr  i  ment  of  others'!     When  it  is  mani- 

■  What  is  implied  in  dealing  freely  \  fest,  that  they  can  jndce  for  us,  bet- 
vvith  an  author !  I  ter  than  we  can  judge  for  ourselves. 

To  what  alone,  should  we  yieldj  What  judgment,  must  we  still  ex- 
our  assent,  when  we  read  humaiFR  ercise  in  such  a  case?  We  must 
authors'?  I  determine,  whether  they  can  judge 

Whose  reason  should  guide  us  in  i  for  us,  and  also,  how  far  to  follow 
seeking  Irutlr!  |  their  judgment. 

What  should  he  our  first  and  |  On  what  subjects,  are  we  more 
grand  object,  in  reading  the  scrip-  |  especially  bound  to  judge  for  our- 
tures  !  |  selves?    On  the  most  important  sub- 

More  important  object  1    Toprac-  I  jects  of  reliaion  and  conscience, 
tisc  tliem.  i      Why!    Because  we  must  all  give 

Why  should  we  yield  our  assent  \  account  for  ourselves  at  the  day  of 
to  the  declarations  of  Cod  !     Be-  \  judgment. 


cause  he  certainly  knows,  and  can- 

G 


63  OF  READING  AND  iJOOKS. 

that  the  writing  is  divine.  Yet  I  mif^ht  add  also,  that  even 
this  is  just  reasoning,  and  this  is  sufficient  evidence  to  de- 
mand our  assent. 

But  in  tlie  compositions  of  men,  remember,  you  are  a 
man  as  v»'e]l  as  they  ;  and  it  is  not  their  reason,  but  your 
own,  that  is  given  to  guide  you,  when  you  arrive  at  years 
of  discretion. 

NOTK    111,    BY    THE    EdITOR.  % 

[Manner  of  treatmg  human  ^9uthors. — According  to  the 

author's  own  direction,  we  should  deal  freely  and  taithfully 
with  this  treatise  of  liis.  Thus  he  dealt  witli  others,  how- 
ever much  revered  and  admired.  Such  men  as  Watts, 
would  be  the  last  to  complain  of  sucli  treatment.  It  is  the 
,very  thing,  thoy  most  earnestly  desire.  They  are  sensible 
of  their  imperfections.  They  know,  that  tliey  have  errors. 
They  do  not  dare  presume,  that  in  this  respect,  their  works 
are  faultless.  And  tliey  sometimes  tremble,  lest  they  shoald 
lead  others  into  error,  or  confirm  them  in  falsehood.  Thert* 
is  no  reason  to  think,  that  Watts  would  ever  have  published 
this  or  any  other  work,  had  he  expected  his  instructions  to 
be  implicitly  received.  And  yet  we  are  in  peculiar  danger 
of  receiving  the  im^tructions  of  this  book,  without  due  ex- 
amination. Our  love  and  admiration  of  liis  greatness,  pietv, 
learning,  candor,  caution  and  prayerful nees,  and  especially 
our  admiration  of  this  work,  is  in  danger  of  bribing  our 
judgment,  and  leading  ns  to  feel,  as  though  such  a  work 
cancontain  nothing  erroneous.  We  ought,  therefore,  to 
be  continually  on  our  guard.  Nay,  we  should  be  doubly 
guarded  ;  for  an  error  imbibed  from  Watts,  as  it  mny  have 
more  influence,  than  tlie  same  error  imbibed  from  a  man 
less  revered  and  loved,  so  it  may  prove  more  injurious. 


This  is  one  reason,  tiiat  I  wished  to  pubHsh  this  little  ap- 

rendage  to  a  work,  that  1  so  highly  estimate,  and  to  whicn, 
feel  so  mucii  indebted.     1  wo<ild,  if  possible,  load  the  pupil 


most  devoutly  to  inquire,  wiiq^Jier  tliere  irre  not  some  dark 
spots  in  tliis  sun  of  our  literary  hemisphere,  though  unob- 
served by  the  common  eye.     And  yet  it  is  possible,   that 

How   ftioiilil   wo   ile.nl   with  this  i  rcr«ivcd  implicitly  1    ' 

trcntiBC  o(  WiittM.                                  }  Wliy  slinuld  we  l)e  doubly  on  our 

Wliy  iiro  \\c  in  ppriili.ir  d.iiiscrof  i  guard  ngniiist  eiiiliracing  tlie  errors 

emhraciiig  any  errors,  it  may  con-  j  of  Watts  1 

tainl                                                          i  Reason  menlinned,  for  piiMisliiiig 

What  ifWatIs  had  siippoHod,  that  j  tlieUne^tioiis  and  Supplement  1 
hit  iiiHtriictionii  were  likely   to  bu  j 


OF  READING  AND  BOOKS.  63 

my  queries  and  remarks,  may  induce  him  to  doubt  or  dis- 
card some  things,  that  are  true,  and  to  receive  some,  that 
are  false.  I  must,  tlierefore,  most  earnestly  advise  you,  as 
a  dear  pupil,  to  deal  with  me,  as  you  are  here  directed  to 
deal  with  Watts  and  others.  We  should  be  cautious,  how- 
ever, lest  excess  of  caution  should  lead  us  astray.  We 
should  take  heed,  that  our  jealous  fearing,  trembling  watch 
for  the  author's  errors,  does  not  lead  us  to  forget  tTie  dan- 
ger of  committing  them  ourselves — that  our  watch  for  ene- 
mies abroad,  does  not  lead  us  to  hush  all  suspicion  of  the 
more  dangerous  traitors  in  the  camp  of  our  own  minds. 
Some  persons,  indeed,  are  so  extremely  fearful  of  errors 
from  abroad,  that  they  will  scarcely  give  attention  to  what 
is  written  or  spoken  by  others.  We  may  expect  to  find  the 
minds  of  such  persons,  an  unweeded  garden,  overgrown 
with  the  briers  and  thorns,  the  spontaneous  production  of 
the  uncultivated  and  noxious  soil.  Verily  the  way  of  truth 
is  a  strait  and  narrow  ■jvay.] 

VI.  Let  this,  therefore,  be  your  practice,  especially  after 
you  have  gone  through  one  course  of  any  science  in  your 
academiciu  studies,  if  a  writer  on  that  subject  maintains 
the  same  sentiments,  as  you  do,  yet  if  he  does  not  explain  his 
ideas,  or  prove  his  positions  well,  mark  Ihe  f  lults  or  defects, 
and  endeuvor  to  do  it  better,  either  in  the  margin  of  your 
book,  or  rather  in  some  papers  of  your  own,  or  at  least,'  let 
it  be  done  in  your  private  meditations.     As  for  instance  ; 

Where  the  author  is  obscure,  enlighten  him  ;  where  he 
is  imperfect,  supply  his  deficiencies  ;  where  he  is  too  brief 
and  concise,  amplify  a  little,  and  set  liis  notions  in  a  fairer 

Advice  of  tlie  author  of  tliesel        i  laily  noticeable?     With  an  an^'e, 
Caution  added  "!  !  formed  by  two  straight  line?,  nieet- 

Whal  is  tlien  said,  of  tne  way  of  i  ins  and  pointing  to  the  important 
truth  1  I  thin;;. 

What  if  an  author,  would  havens  !  Ailvantages  of  mnrkinjr,  as  we 
receive  his  opinion;?  upon  human  \  read  1  We  shail  be  likely  to  read 
authority'!  There  is  reason  to  sus-  |  with  much  more  attention  and  dis- 
pect,  that  he  cannot  support  them  |  criminiition,  can  easily  review  tlie 
by  argument  and  that  most  probably  i  most  iiiiportaut  passasres,  and  con- 
they  are  false.  i  suit  our  associates  cbncernin!;  them. 

What  does  Watts  advise  us  to  do,  i  What  t'reat  and  almost  universal 
when  we  discover  fiults  in  hooks  1    |  fault,  will  it  tend  to  correct?     Jlead- 

How  should  we  mark  faults,  when  i  ing  too  rapidly, 
the  book  is  our  own  "!  Withacrossin  J  V\'haf  class  of  readers  are  more 
the  margin. — thinss  iloubttui  ?  With  l  especially  liable  to  this  fault? 
an  interrogation.— things  excellent  ?  |  How  much  more  useful,  is  th9 
With  a  inargiTinl  line. —  things  very  (  methud  of  readina  here  rerominend- 
excellent  I  With  two  or  more  mar-  |  ed,  than  the  common,  careless  ;nan- 
ginal  lines — other  things    particu-  '  ner? 


64  OF  REAUI.NG  AND  BOOKS. 

view ;  where  he  is  redundant,  mark  those  paragraphs  to  be 
retrenched ;  when  ]ie  trifles,  and  o^rows  impertinent,  aban- 
don tliose  passages  or  pages ;  where  he  ai'gues,  observe, 
whether  Iiis  reasons  be  conclusive  ;  if  the  conclusion  be 
true,  and  yet  tiie  argument  weak,  endeavor  to  confirm  it  by 
better  proofs  ;  where  he  derives  or  infers  any  propositions 
darkly  or  doubtfully,  make  the  justice  of  the  inferences  ap- 
pear, and  add  further  inferences  or  corollaries,  if  such  occur 
to  your  mind ;  where  you  suppose  he  is  in  a  mistake,  pro- 
pose your  objections  and  correct  his  sentiments  ;  what  he 
writes  so  well,  as  to  approve  itself  to  your  judgment  both  as 
just  and  useful,  treasure  it  up  in  your  memory,  and  count  it 
a  part  of  your  intellectual  gains. 

jYofe,  Many  of  the  same  directions,  which  I  have  now 
given,  may  be  practised  witli  regard  to  conversation,  as 
well  as  reading,  in  order  to  render  it  useful  in  the  most 
extensive  and  lasting  manner. 

VII.  Other  things  also  of  the  like  nature  may  be  useful- 
ly practised  with  regard  to  the  autliors,  which  you  read. 
If  the  method  of  a  book  be  irregular,  reduce  it  into  form  by 
a  little  analysis  of  your  own,  or  by  liints  in  the  margin  ;  it 
those  things  are  heaped  togetlier,  which  should  bo  sep- 
arated, you  may  wisely  distinguish  and  divide  tiiem.  If 
several  things  relating  to  the  same  subject,  arc  scattered  up 
and  down  separately  through  the  treatise,  you  may  bring 
them  all  to  one  view  by  references  ;  or  if  tlie  matter  of  a 
book  bo  really  valuable  and  deserving,  you  may  throw  it 
into  a  better  method,  reduce  it  to  a  more  logical  scheme,  or 
abridge  it  into  a  lesser  form.  All  these  practices  will  have 
a  tendency  both  to  advance  your  ski^J  in  logic  and  method, 
to  improve  your  judgment  in  gcncfal,  ancl  to  give  you  a 
fuller  survey  of  tluit  subject  in  particular.  Wiien  you  have 
finished  the  treatise,  with  all  your  observations  upon  it, 
recollect  and  dotorniine,  what  real  improvements  you  have 
made  by  reading  that  author. 

VIII.  If  a  book  has  no  index  nor  good  table  of  contents, 
it  is  very  useful  to  make  one,  as  you  are  reading  it ;  not 
witli  such  exactness,  as  to  include  the  sense  of  every  page 


Wliat  [inrtH  nf  a  Itonic  Bhotild  wo  (  For  Ihcisc,  wlio  are  rnnsidcrably  ad- 

endiMVor  t(i  lyincmher  1                        |  vaiini-d  in  knowleilge. 

Mcanins  of  brirf!— redundant?—  j  What  if  n  hook  liau  no  index,  or 

Trlrrnr.hl—CHroltiirijl                               j  good  t.itile  of  rontcnl!)  1 

WlialadvantaKPti  mny  result, from  j  line  of  siicli  an  cxcrolFC  ?    To  Im- 

Improviim  llic  iiuMluid  and  rotnimsi-  >  proVR  lli<!  mind,  and  to  (i.\  tlin  most 

tion  of  a  liook  ?                                     I  important  tlionglits  in  tlio  memory  1 

For  whom,  is  this  exorcise  proper ?  ! 


OF  READING  AND  BOOKS.  G5 

and  paragraph,  which  sliould  be  done,  if  you  designed  to 
print  it ;  but  it  is  sutiiciciit  in  )^our  index,  t^  take  notice  oidy 
of  those  parts  of  tiie  book,  which  are  new  to  you,  or  which 
you  tiiink  well  written,  and  well  worthy  of  your  remem- 
brance or  review. 

Shall  I  be  so  free  as  to  assure  my  younger  friends,  from 
my  own  experience,  that  these  methods  of  reading  will  cost 
some  pains  in  the  first  years  of  your  study,  and  especially 
in  the  first  authors,  which  you  peruse  in  any  science,  or  oa 
any  particular  subject ;  but  tlie  profit  will  rich!}'  compen- 
sate tlie  pains.  And  in  the  following  years  of  life,  after 
you  have  read  a  few  valuable  books  on'any  special  subject, 
m  this  manner,  it  will  be  very  easy  to  read  others  of  the 
same  kind ;  because  you  will  not  usually  find  very  much 
new  matter  in  tliem,  wjiich  you  have  not  already  examined. 

IX.  If  the  writer  be  remarkable  for  any  peculiar  excel- 
lences or  defects  in  his  style  or  manner  of  writing,  make 
just  observations  upon  this  also  ;  and  whatever  ornaments 
you  find  there,  or  whatever  blemishes  occur  in  the  language 
or  manner  of  the  writer,  you  may  make  just  remarks  upon 
them.  And  remember,  that  one  book  read  over  in  this  man- 
ner, with  all  this  laborious  meditation,  will  tend  more  to 
enrich  your  understanding,  than  skimming  over  the  surface 
of  twenty. 

X.  By  perusing  books  in  this  manner,  you  will  make  all 
your  reading  subservient,  not  only  to  the  enlargement  of 
your  treasures  of  knowledge,  but  also  to  the  improvement 
of  your  reasoning  powers. 

There  are  many  who  read  with  constancy  and  diligence, 
and  yet  make  no  advances  in  true  knowledge.  They  are 
delighted  with  t!ie  notions,  which  they  read  or  hear,  as  they 
would  be  v.'ith  stories  that  are  told  ;  but  they  do  not  weigh 
tliem  in  their  minds,  as  in  a  just  balance,  in  order  to  deter- 
mine their  truth  or  falsehood.  They  make  no  observations 
upon  them,  nor  inferences  from  tivem.  Perhaps  their  eye 
slides  over  the  pages,  or  the  M'ords  slide  over  their  ears, 
and  vanish,  like  a  rhapsody  of  evening  tales,  or  tlie  shadows 
of  a  cloud,  flying  over  a  green  field  in  a  summer's  day. 

Or  if  they  review  them  sufficiently  to  fix  them  in  their 
remembrance,  it  is  merely  with  a  design  to  tell  the  tale  over 
again,  and  shew,  what  men  of  learning  they  are.  Tlius 
they  dream  out  their  days  in  a  course  of  reading,  without 

Why     do    lunny    i«ad    witli    cmi-  !       ^]e;\inn'j  uf  rlwp.wdu? 

stancy   and  diligence,  williout   ad-  |    '  What  is  their  cliief' object,  if  they 

vancing  in  knowledge '?  |  review:"    fA 
(i*  ^ 


Q6  OF  READING  AND  BOOKS. 

real  advantage.  As  a  man  may  be  eating  all  day,  and  for 
want  of  digestion,  never  be  nourished ;  so  these  endless 
readers  may  cram  tliemselves  in  \ain  with  intellectual  food, 
without  real  improvement,  for  want  of  digesting  it  by  proper 
reflections,  n 

XI.  Be  diligent,  therefore,  in  obsen'ing  these  directions 
Enter  into  the  sense  and  argument  of  tiie  authors,  you  read; 
examine  all  their  proofs  ;  and  then  judge  of  tlio  truth  or 
falseJiood  of  their  opinions  ;  and  thereby  you  will  not  only 
gain  a  rich  increase  of  your  understandings,  by  those  truths, 
wliich  the  author  teaches,  wlicn  you  sec  tlicm  well  sup- 
ported, but  you  will  acquire  also  by  degrees,  a  habit  of 
judging  justly,  and  of  reasoning  well,  in  imitation  of  the 
good  writer,  whose  works  you  peruse. 

This  is  laborious  indeed  ;  and  the  mind  is  backward  to 
undergo  the  fatigue  of  weighing  every  argument,  iind 
tracing  every  thing  to  its  original.  It  is  much  less  labor  to 
take  all  things  upon  trust.  Believing  is  much  easier,  tlian 
arguing.  But  wlien  Studentio  had  once  persuaded  his  mind 
to  tie  Itself  down  to  this  method,  he  sensibly  gained  an 
admirable  ficility  to  read,  and  judge  of  what  he  read  ;  and 
the  man  made  large  advances  in  the  pursuit  of  truth  ;  while 
Plumbinus  and  Plumeo  made  less  progress,  though  they 
had  read  over  more  folios.  Plumeo  skimmed  over  tlie  pages, 
like  a  swallow  over  the  flowery  meads  in  May.  Plunibinus 
read  every  line  and  syllable  ;  but^lid  not  give  himself  the 
trouble  of  thinking  and  judging  obout-thoni.  They  both 
could  boast  in  company  of  their  great  reading;  for  they 
knew  more  titles  and  pages  than  Studentio,  but  were  far 
less  acquainted  with  science. 

I  confess,  those  whose  reading  is  designed  only  to  fit 
them  for  much  talk,  and  little  knowledge,  may  content 
tliemselves  to  run  over  their  authors  in  such  a  sudden  and 
trifling  way.  They  may  devour  libraries  in  tliis  manner, 
yet  be  poor  reasoners  at  last,  and  have  no  solid  wisdom 
nor  true  learning.  The  traveller,  who  walks  on  fair  and 
eoflly,  in  a  course  that  points  right,  and  examines  every 
turning,  before  he  ventures  upon  it,  will  come  sooner  and 
safer  to  his  journey's  end,  than  he,  who  runs  tiirough  every 
lane  lie  meets,  though  he  gallops  full  speed  all  the  day. 

What  must  iirppditiint  Imhit  may  j      VVIiirli  read  most,  Sliulenlio,  or 

we  ai<]tiire,  by  atlcndini;  rl'iscly  to  j  Plumeo  and  Pliimliiinis'' 

the  Hunse  and  argiimunls  of  an  an-  j       W'liich  was  the.  most  learnod  1 

thor  1  ■  !       VVlio  ninv  cont(Mit  ihemselves,  tt 

In  what,  did  Ptiidpntio  gain  an  |  run  ovnr  their  aiithorH  in  a  suddao 

admirabh?  facility  ?—llq0a  j  and  trilling  manner? 


OF  READING  AND  BOOKS.  07 

The  man  of  much  reading  and  a  large  retentive  memory, 
but  witliout  meditation,  may  become,  in  the  sense  of  the 
world,  a  knowing  man  ;  and  if  he  converses  much  witii  the 
ancients,  he  may  attain  tlie  fame  of  learning  too  ;  but  he 
spends  his  days  afar  off"  from  wisdom  and  true  judgment, 
and  possesses  very  little  of  tlie  substantial  riches  of  the 
mind. 

XII.  Never  apply  yourself  to  read  any  human  author, 
with  a  determination  before-hand,  either  for  or  against  him, 
nor  with  a  settled  resoluiion  to  believe  or  disbelieve,  to  con- 
firm or  to  oppose  whatsoever  ho  says  ;  but  always  read  with 
design  to  lay  your  mind  open  tO'truth,  and  to  embrace  it, 
as  well  as  to  reject  every  falsehood,  though  it  appears  under 
ever  so  fair  a  disguise.  How  unhappy  are  those  men,  who 
seldom  take  an  author  into  their  hands,  but  they  have  deter- 
mined before  tliey  begin,  whether  they  will  like  or  dislike 
him  !  Tlioy  have  got  some  notion  of  his  name,  his  charac- 
ter, his  party  or  his  principles,  by  general  conversation,  or 
perhaps  by  some  slight  view  of  a  few  pages  ;  and  having' 
all  their  own  opinions  adjusted  before  hand,  they  read  aU 
that  he  writes  witli  a  prepossession  either  for  or  against 
him.  Unhappy  those,  wlio  hunt  and  purvey  for  a  party,  and 
scrape  togetlier  out  of  every  author,  all  those  things,  and 
those  only,  which  favor  their  own  tenets  while  they  despise 
and  neglect  all  the  rest ! 

XIII.  -Yet  take  this  caution.  I  would  not  be  understood 
here,  as  though  I  persuaded  a  person  to  live  without  any 
settled  principles,  by  which  to  judge  of  men  and  books  and 
things  ;  or,  that  I  would  keep  a  man  always  doubting  about 
his  foundations.  The  chief  things  that  I  design  in  tJiis  ad- 
vice, are  these  three  , 

1.  After  our  most  necessary  and  important  princijries  of 
science,   prudence    and  religion   are   settled   upon    good 

f  rounds,  with  regard  to  our  present  conduct  and  our  future 
opes,  we  should  read  Avith  a  just  freedom  of  tliought,  all 
those  books,  which  treat  of  such  subjects,  as  m;iy  admit  of 
doubt  and  reasonable  dispute.  Nor  should  any  of  o.ur  opin- 
ions be  so  resolved  upon,  especially  in  younger  years,  as 
never  to  hear  or  to  bear  an  opposition  to  them. 

To  what,  slioulil  we  always  keep  j  Meaninc;  of/iun-ci/? — tenet? 

our  minilsopen,  when  we  read  ?         !  What  taiilion  shoulil  we  exercise, 

What  slioulJ  WJ  deteriiiine  lore-  |  in  reading  anthors,  who  defend  our 

ject  •                                                      !  own  seniiinenta  1 — of  contrary  senli- 

With  what  predetermination,  do  |  mentsl 
tnmiy  commence  reading  a  book  1      \ 


()8  OF  READING  AND  BOOKS. 

2.  VVlien  we  peruse  those  authors,  who  defend  our  own 
settled  sentiments,  we  should  not  t  ike  all  their  arguings  for 
just  and  solid  ;  but  we  should  make  a  wise  distinction  be- 
tween tlie  corn  and  the  chaff,  between  solid  reasoning  and 
the  mere  superficial  colors  of  it.  Nor  should  we  readily 
swallow  all  the  lesser  opinions,  because  we  agree  with 
tliem  in  the  greater. 

3.  When  we  read  those  authors,  which  oppose  our  most 
certain  and  eslablished  principles,  we  should  be  ready  to 
receive  any  information  from  them  on  other  points,  and  not 
abandon  at  once,  every  thing  they  say,  though  we  are  well 
fixed  in  opposition  to  their  main  point  of  arguing. 


.Fas  Rstj  et  ab  luste  doceri.         Viro. 


Seize  upon  trutli,  wiiere'er  'lis  found, 

Among  3'imr  friemls,  amoiif;  your  foes, 
On  Cliristiaii  or  on  Keatlien  grounil. 

The  flower's  divine,  where'er  il  grows. 

Neglect  llie  prickles,  and  assume  the  rose. 

XIV.  WhUt  1  have  said  hitherto  on  this  subject,  relating 
to  books  and  reading,  must  be  chiefly  understood  of  that 
sort  of  books,  and  those  hours  of  our  reading  and  study, 
whereby  we  design  to  imjirove  the  intellectual  powers  of 
the  mind  witii  natural,  moral  or  divine  knowledge.  As  for 
those  treatises,  which  arc  written  to  direct,  or  to  enforce 
and  persuade,  our  practice,  there  is  one  tiling  further  neces- 
sary ;  and  that  is,  tliut  when  our  consciences  are  convinced, 
that  these  rules  of  prudence  or  duty  belong  to  us,  and  re- 
quire our  conformity  to  thorn,  we  should  then  call  ourselves 
to  accoimt,  and  incjuiro  seriously,  M'heth.cr  we  have  put 
thom  in  practice  or  not,  avo  should  dwell  upon  the  argu- 
ments^ and  impress  the  motives  and  methods  of  persuasion 
upon  our  own  hearts,  till  we  feel  the  force  and  power  of 
thom  inclining  us  to  the  practice  of  the  tilings,  which  are 
there  recommended. 

If  folly  or  vice  be  represented  in  its  open  colors,  or  ita 
secret  disguises,  let  us  search  our  hcartSj  and  review  our 
lives,  and  inijuire,  how  far  we  are  criminal.     Nor  should  we 

Meaning  of  scnfimciit?  [  chififly  rfihwe  1 

Lileriil  iMcaiiiiiuorthe  Lntin  max-  >  What  nnpiiry  sliould   we   make, 

Im,    Fiif  rvf  nh  iKLilr.  (lacml     tt  U  \  when  we  n-ad  prai:liral  works.' 

lawful  to  he  lauchi  liv  an  ciinniy.  |  L'pon   what,   should   we   iin|ircs9 

Can  yon  repeat   the  paraphraHC,  f  the  <iciitinient  1 

contameil  in  1)  llnei'  of  poetry  1  !  What  if  folly  and  vice  are  di.scua- 

Tn  wlat  kind  of  iriiprovenient,  do  j  nod? 

the  preceding  remarks  upon  readin;;,  j  Which  is  most  valuahlc,  knowl- 


OF  READING  AND  BOOKS.  G9 

ever  think,  wc  Imvc  done  with  tlie  treatise,  till  we  feci  oar- 
solves  in  sorrow  for  our  past  nii-conduct,  and  as',)irin^  ailer 
a  victory  over  those  |ricos,  or  till  we  find  a  cure  of  those 
follies,  beg-uii  to  be  wrought  upon  our  souls. 

In  ;jU  oiu"  studies  ond  pursuits  of  knowledge,  let  us  re- 
member, th.it  virtue  and  vice,  sin  and  holiness,  and  the  con- 
formition  of  our  hearts  and  lives  to  tlie  duties  of  true  reli- 
gion and  morality,  are  things  offar  more  consequence,  than 
all  the  furniture  of  our  understandings,  and  the  richest 
treasures  of  mere  speculative  knowledge  ;  and  that,  because 
they  have  a  more  immediate  and  effectual  influence  upon 
our  eternal  felicity  or  eternal  sorrow. 

XV.  There  is  j'ct  another  sort  of  books,  ofwhichiti.s 
proper  I  should  say  something,  while  I  am  treating  on  this 
subject;  and  these  are  history,  poesy,  travels,  books  of 
diversion  or  amusement;  among  which,  we  may  reckon  also 
little  common  -pamphlets,  newspapers  or  sucli  like.  For 
many  of  these,  I  confess,  once  reading  may  be  sufficient, 
where  there  is  a  tolerably  good  memory. 

Or  when  several  persons  are  in  company,  and  one  reads 
to  the  rest  such  writings,-  once  hearing  may  be  sufficient; 
provided,  that  every  one  be  so  attentive,  and-so  free,  as  to 
make  occasional  remarks  on  such  lines  or  sentences,  such 
periods  or  paragraphs,  as  in  his  opinion,  deserve  it.  Now 
all  those  paragraphs  or  sentiments 'deserve  a  remark,  which 
are  new  and  uncommon,  are  noble  and  excellent  for  the 
matter  of  them,  are  strong  and  convincing  for  the  argument 
contained  in  them,  are  beautiful  and  elegant  for  the  lan- 
guage or  the  manner,  or  in  any  way,  worthy  of  a  second 
rehearsal ;  and  at  the  request  of  any  of  the  company,  let 
those  paragraphs  be  read  again. 

Such  i)arts  also  of  tliese  writings,  as  may  happen  to  be 
remarkably  stupid  or  silly,  false  or  uicorrect,  should  become 
subjects  of  an  occasional  criticism,  made  by  some  of  the 
company  ;  and  this  may  give  occasion  to  the  repetition  of 
them  for  confirmation  of  the  censure,  for  amusement  or 
diversion. 

edge  ami  nietital  improve.nent,  or  |  mora!  duties.— of  holines^l  Con- 
virtiie  and  liolinessl  j  foniiity  of  lieart  and  life  to  the  law 

What  may  lie  the  ef^ct  of  knowl-  i  of  (Jod. 
edge  and  mental  iinproverMerit,\villi-  I  Mention  some  kinds  of  booKS,  of 
out  virtue  and  li'Oiness''  To  sink  !  wiiich  oik e  reading  may  in  leneral, 
the  mind  in  disjrace  and  misery  for-  !  he  ihoiiglit  siifflcient. 
ever. —  wiin  virtue  and  holiness  1  |  Wliiclulassoflliese hooks, should 
To  raise  the  mind  in  eternal  honor  >  he  closely  and  ahundantly  studied  1 
und  felicity.  !  Those  upon  history,  at  ieust,  such 

Meaninc  of  utWite?     Practice  of  ;  .-xg  are  good. 


70 


Of  READING  AND  BOOKS. 


Why  is  Iiistory  worthy  of  such  ,it- 
tention  1  It  is  full  of  instruction, 
and  very  improving  to  the  mind. 

Wliat  peculiar  honor  has  God  con- 
ferred upon  history?  More  than 
hall  the  Bible  is  history'. 

Why  is  history  belter  than  almost 
any  other  branch  for  children  1  be- 
cause it  is  so  intelligible,  interest- 
ing and  instructive. 

What  history  is  most  important  1 
Sacred  history. 

Meaning  of  sacred  history  ?  His- 
tory, contained  in  the  Bible. 

What  history  is  next  in  import- 
ance to  us  1  That  of  our  own  coun- 
try, of  England,  and  of  the  church 
generally. 

Wiiat  is  the  history  of  thethiirch 
generally  called  .'  Kcclesiaslical  his- 
tory. 

Meaning  of  church,  as  here  used  .' 
All  Ihe  cririslinn  churches,  that 
have  been  known  to  exist. 

t'pcin  what  branches  of  knowl- 
edge, does  history  tlirow  light  1 
Upon  all. 

What  branches  are  peculiarly 
needful,  to  prepare  for  gaining  a 
good  acquaintance  with  history] 
Arithmetic,  geography  and  chronolo- 
gy.    Meaning  >>(  chronologij'! 

What  are  cilled  Ihe  two  (?ycs  of 
history .'  Geography  and  chronolo- 
gy- 

i^hould  these  be  studied  before 
history,  or  in  connection  with  it.-' 
Both  ;  but  chiotly  the  latter. 

Meaning  of  pnesif  7 

How  has  fiod  manifested  his  re- 
ganl  for  poetry  1  A  considerable 
part  of  the  Bible  was  originally  writ- 
ten in  poetry. 

What  parts  1  Most  of  Job  and 
Isaiah,  the  whole  of  I'snlms,  various 
olhfr  songs,  &.c.  . 

Ilow  has  Watts  manifested  his 
regard  for  poetry  1  By  writing  so 
niNcli. 

Most  useful  part  of  Watts's  works? 

\\'hat  two  I'.nglish  poems,  arc 
cnn-iilt-red  more  valuable  than  nny 
other!  Young's  Night  Thoughts, 
and  i'ollok'B  (Niurse  of  Time. 

What  Htamps  superior  value  upiui 
these?  They  are  ihougbt  to  C(m- 
tnin  mc  re  excellent  inslrurlbmH,  ami 
more  lines,  that  are  worth  commit 
ting  to  mcinury,  than  any  ulher 
pnvr.is 


Grand  objections,  that  many  have 
felt,  to  these  poems "!  'J'hat  they  are 
too  serious,  dark  and  gloomy. 

Ho%  have  many  others  tf.lt  in  re- 
lation'to  these  objections  1  That 
these  poems  are  on  the  whole, 
really  most  animating  and  delight- 
ful. 

Whence  the  difference'!  Prin- 
cipally from  different  poetic  and  re- 
ligious taste. 

Why  is  it,  that  some  serious  per- 
sons do  not  admire  the  sentiments 
of  these  poems'!  Probably  from  not 
knowing  them,  or  from  some  un- 
happy bias  against  them. 

What  is  generally  considered  the 
greatest  fault  of  the  Night  Thoughtsi 
Its  obscurity. 

Meaning  of  obscurity  ? 

Principal  caysc  of  this  obscurity  ' 
Rs  ccuiciseness. 

Meaning  of  conciseness  ? 

What  advantage,  may  be  derived 
from  this  obscurity  "!  Great  mental 
improvement,  in  finding  out  the 
meaning. 

What  other  English  poems,  Iiave 
been  greatly  anil  extensively  admir- 
ed ■!  Milton's  Paradise  Lost.  I'tppe's 
Essay  on  Man,  Thompson's  Seasons, 
Cowper's  'I'ask. 

What  striking  excellence,  is  each 
of  these  thought  to  possess  1  Great 
poetic  merit. 

What  great  objection,  has  heen 
made  to  Paradise  liCst?  'J'hat  it  is 
suited  to  bias  the  youthful  mind  in 
favor  of  Satan,  and  of  rebellion 
against  God  ;  or  to  diminish  the  ob- 
horrencc,  that  ought  to  be  felt  in 
view  of  them. 

Objection  to  the  Essay  on  Man"! 
That  it  is  tinctured  with  inlidelity. 

Meaning  of  infidelity  1 

Objertinii  to  the  Seasons .'  That 
it  contains  no  goi*pfl. 

Objection  to  the  'i'ask  '!  That  it 
contains  much  that  is  trifling. 

Which  of  these  six  poems,  has 
probably  been  most  frequently  pub- 
lished "!    The  Essay  on  Man. 

Which  next?  Young's  Night 
Thniishtfl. 

What  does  this  indicate'!  That 
the  public  are  most  fond  of  reading 
these. 

What  other  English  poems  are 
much  admired  and  |)raised  '!  Aken- 
side's    Pleasures    of    Iniaginullun, 


OF  READING  AND  BOOKS.  71 

Still,  let  it  be  remembered,  tliat  where  the  historical  nar- 
ration is  of  considerable  moment,  where  the  poesy,  oratory, 
&c.  shme  witir  some  degrees  of  perfection  and  glory,  a  sin- 
gle reading  is  neither  sufficient  to  satisfy  a  mind,  that  has 
a  true  taste  for  this  sort  of  writings  ;  nor  can  we  make  the 
fullest  and  best  improvement  of  them,  without  proper  re- 
views, and  that  in  our  retirement,  as  well  as  in  company. 
Who  is  there,  that  has  any  taste  for  polite  writings,  that 
would  be  sufficiently  satisfied  with  hearing  the  beautiful 
pages  of  Steele  or  Addisbn,  the  admirable  descriptions  of 
Virgil  or  Milton,  or  some  of  the  hnest  poems  of  Pope, 
Young  or  Dryden,  once  read,  and  then  to  lay  them  by  for- 
ever ?  « 

XVI.  Amon^  these  writings  of  the  latter  kind,  we  may 
justly  reckon  short  miscellaneous  essays  on  all  manner  of 
subjects  ;  sucWs  the  Occasional  Papers,  the  Tattlers,  the 
Spectators,  anasome  other  books,  that  have  been  compiled 
out  of  the  weekly  or  daily  products  of  the  press  ;  wherein 
are  contained  a  great  nuniber  of  bright  thoughts,  ino'enious 
remarks,  and  admirable  observations,  which  have  had  a  con- 
siderable share  in  furnishing  the  present  age  with  knowl- 
edge and  politeness. 

I  wish  every  paper  among  these  writings  could  be  re- 
commended, both  as  innocent  and  useful.  I  wish  every 
unseemly  idea  and  wanton  expression  had  been  banished 

CampbeU's  Pleasures  of  Hope,  and  !  tioned. 

Trumbull's  iM'Fingal,  besides  a  mul-  !  Why  is  the  study  of  English  poetry 

litude  of  smaller  poems.*                     !  the  most  useful  1     It  is  vastly  more 

Can  you  name  so!ne  of  the  poems,  \  instructive,  and  affords    us    much 

mentioned  in  the  note1                        i  more  assistance  to  understand  En- 

Which  da  you  like  best  1                  !  glish. 

Chief  argument,   used  by  many,  j  Poetic   character  of  Sliakspeare, 
for  studying  other  languages?    The  |  Dryden  and  Byron  1    They  are  just- 
mental  improvement,  derived  from  i  ly  ranked  among  the  greatest  poets, 
the  effort  to  understand  words  and  !  that  ever  lived, 
phrases.                                                 i  Grand  objection  to  their  poems.' 

By  what  other  study,   may    the  |  That  from  their  immoral   tendency, 

same    advantage  be    gained  1      By  |  they   are   likely   to  do   more  liarm 

studying  our  own  poets.                       5  than  good,  at  least  to  some. 

Are  they  not  too  easy  1    They  are  i  Can  you  mcnti(m  someof  Watts's 

so  difficult,   that   probably  no  one  |  remarks  upojycial  reading'! 

ever   understood   perfectly    all    the  i  What  wisflpiloes  Walts  express 

poems,  that  have  been  just  men-  \  concerning  the  Spectator,  fccl 

*  Among  the  finest  of  these,  are  Thomsofi's  Hymn  to  tlie  Seasons,  Oold- 
smith's  Traveller  and  Deserted  Village,  Porteus'on  Beatli,  Ryron's  Dream 
on  Darkness,  and  Destruction  of  the  Assyrians,  Watts's  Hero's  School  «f 
Morality,  Pope's  Messiah,  Essay  on  Criticism  ;ind  Dying  Christian,  1!™** 
Elegy  in  a  Clountry  Church  Vard,  Campbell's  Battle  of  Hohenl-nden.  Tap- 
pan's  Missionaries'  farewell   JMontgouiery's  Departing  Christian. 


72  OF  UEAUrXG  AND  BOOKS. 

froTfi  among  them,  and  every  trifling'  page  had  been  ex- 
cluded, when  bound  up  in  volumes.  But  it  is  not  to  be  ex- 
pected, in  so  imperfect  a  state,  that  every  page  or  piece  of 
such  mixed  public  papers  should  be  entirely  blameless  and 
laudable.  Yet  in  the  main,  it  must  be  confessed,  there  is 
so  much  virtue,  prudence,  ingenuity  and  goodness  in  them, 
especially  in  the  eiglit  volumes  of  bpectators,  there  is  such 
a  reverence  of  things  sacred,  so  many  valuable  remarks  for 
our  conduct  in  life,  that  they  are  not  improper  to  lie  in  par- 
lors or  summer-houses  or  places  of  usual  residence,  to  en- 
tertain our  thoughts  in  moments  of  leisure.  There  is  such 
a  discovery  of  the  follies,  iniquities  and  fashionable  vices 
of  mankinci,  contained  in  them,  that  we  may  learn  much  of 
the  humors  and  madnesses  of  the  age,  and  tiic  public  world, 
in  our  own  solitary  retirement,  without  the  danger  of  fre- 
quenting vicious  company,  or  receiving  tlicjnortalinfection. 

XVI  I.  Among  other  books,  which  are  ^oper  and  requi- 
site, in  order  to  improve  our  knowledge  in  general,  or  our 
acquaintance  witli  any  particular  science,  it  is  necessary, 
that  wo  should  be  furnished  with  vocabularies  and  diction- 
aries of  several  sorts,  namely,  of  common  words,  idioms  and 
phrases,  in  order  to  explain  their  sense  ;  of  technical  words, 
or  the  terms  of  art,  to  sliew  their  use  in  arts  and  sciences  ; 
of  names  of  men,  countries,  towns,  rivers,  &c.  which  are 
called  liistorical  and  geographical  dictionaries,  &c.  These 
are  to  be  consulted,  and  used  upon  every  occasion.  Never 
let  an  unknown  word  pass  in  your  reading,  without  seeking 
for  its  meaning  in  some  of  these  writers. 

If  such  booliS  are  not  at  hand,  you  must  supply  the  want 
of  them,  as  well  as  you  can,  by  consulting  sucli,  as  can  in- 
firm you.  It  is  useful  to  note  down  the  matters  of  doubt 
and  impiiry,  and  take  the  first  opportunity  to  get  them  re- 
solved, oitlier  by  persons  or  books. 

XVIII.  I5c  not  satisfied  with  a  mere  knowledge  of  the 
best  aut.'iors,  that  treat  of  any  subject,  instead  of  acquaint- 
ing yourselves  thoroughly  with  the  fiul)j(>ct  itself.  There 
is  many  a  ynun<r  student,  that  is  fond  of  enlarging  his  knowl- 
edge of  books  «nd  he  contents  himself  with  the  notice  he 

Wli.it  other  luiok^  Kliotild  be  miicli  I      What  if  no  person  nenr  can  In- 

consiilieil  !  I  form  y nil  1     Write  ilown  the  words, 

(•eiieral    rule   fir- ronsiiltii;f;  <lir.    !  iiiuMliicI  lh(!iii  in  ;i  goutl  dictionar)*, 

ll(>nariiM,*iiilhi!  rotir^e  of  rendiiicT    i  as  snoii  as  |ios:>ihlc. 

Ili'si    r.nslinli   dif.tiomry  1      (.Ste  j       What  diroction  is  Riven  respecting 

InirMitiirtifrn.)  I  ninitorA  of  Sunlit  and  inquiry  1 

Wliat  if  no  snrh  lioi  k  is  at  liand  ?  i 


OF  READI>G  AND   UOOKS,  73 

has  of  their  title-page,  ■whicli  is  the  attainment  of  a  book- 
Bellcr  fiithor  tiian  a  scliolar.  Such  persons  are  under  a 
great  temptation  to  practice  these  two  follies. 

1,  To  lieap  up  a  great  number  of  I'ooks,  at  greater  ex- 

fiense  than  most  of  them  can  hour,  and  to  farnioh  their 
ibrarios  infinilely  better  tluin  their  understandings.     And 

2.  When  they  have  got  such  rirli  treasures  of  knowledge 
upon  tiieir  shelves,  they  imagine  themselves  men  of  learn- 
ing, and  take  a  pride  in  talking  of  the  names  of  famous 
authors,  and  the  subjectsof  which  thoy  treat,  without  any  real 
improvement  of  their  own  minds,  in  science  or  wisdom.  At 
best,  their  learning  reaches  no  farther  than  the  indexes  and 
tables  of  contents,  while  tiiey  know  not  how  to  judge  of 
reason  concerning  the  matters  contained  in  those  authors. 

And  indeed  how  many  volumes  of  learning  soever  a  man 
possesses,  he  is  still  deplorably  poor  in  his  understanding, 
till  he  has  made  these  several  parts  of  learning  his  own 
property,  by  reasoning,  by  judging  for  hnnself,  and  reraera- 
oerinff  what  he  has  read. 


Note  IV,  by  the  Editob, 

[  Writing;  (Questions  in  Connection  with  Reading:. —  This 
method  1  have  practised,  more  especially  within  a  few- 
years,  and  am  more  and  more  disposed  to  recoiumend  it  to 
others,  at  least  to  such,  as  can  write  with  tolerable  facility. 
It  is  among  the  best  of  all  remedies  for  that  evil  disease  — 
reading  too  fast.  It  is  most  happily  litted  to  promote  medi- 
tation in  connection  with  reading — most  deeply  to  fix  and 
invigorate  attention,  to  ascertain  in  the  first  place,  what  the 
autlior  means,  and  then,  whether  he  is  correct.  It  also  con- 
duces, to  make  us  take  a  view  of  what  we  read  in  its  con- 
sequences and  various  connection.  There  is  perhaps  no 
exercise,  more  suited  to  promote  the  flow,  the  delighllul 
flow,  of  thought,  to  teach  the  mind  to  think  with  advantage, 
and  to  improve  the  performer  in  composition  and  conversa- 
tion. It  may  promote  self  knowledge,  as  it  may  show  in  a 
considerable  degree  the  state  of  the  reader^s  mind.  It  is 
often,  much  more  modest  to  state  a  remark  in  the  form  of  a 
question,  than  in  any  other  form. 

Whose  prnppr  attainir.ci.t  is  tlie  |  title  pages  1 — Sfinond  1 
mere  knowleiUo  (if  title  pages'!  |      How  tuny  we  make  the  contents 

First  (l;m^»!r  of  tliestiuletits    who  i  of  books  niir  own  ! 
are  principally  .■uiibitiors   to  know  |      Meaning  of  (/c;)i'ornt/c? 


74 


JUUGIIIK,'?T  OK   tiOOKS. 


Method.  Make  a  boo!^  of  porliips  3  or  4  sheets  of  paper, 
as  it  may  contain  a  treasure  worlli  preserving.  Wliatever 
important  inquiry,  reflection  or  remark  occurs  to  you  in 
readin;^,  write  it  down  in  the  form  of  a  question.  If  one 
question  suggests  another,  write  that  also,  and  so  on,  with 
a  dozen  questions,  if  they  should  occur,  and  seem  sufficient- 
ly important  to  deserve  recording.  'I'hese  questions  will 
furnish  excellent  materials  for  future  consideration,  medi- 
tation, inquiry  and  conversation.  If  you  have  some  learned 
friend,  whom  you  may  wish  to  consult  upon  certain  points, 
mark  tlioso  questions  particularly,  upon  which  you  may 
wish  for  his  instructions.  Are  you  afraid  you  shall  bo  mor- 
tified in  looking  over  your  questions  hereafter?  —  tliat  you 
will  be  tempted  to  say  to  yourself,  "  How  could  I  be  so  fool- 
ish, as  to  write  this  question  r"  Is  not  this,  the  very  way 
to  trace  your  intellectual  progress,  and  to  lead  you  to  per- 
ceive, and  to  thank  (rod,  that  you  grow  wiser  and  wiser, 
from  year  to  year  ?  Experience  mny  enable  you  to  make 
important  improvements  in  this  method.] 


CHAPTER  V. 


JUDGMENT    OK    COOKS. 


1.  Ik  wc  would  form  a  judgment  of  a  book,  which  we 
have  not  soon  before,  the  lirst  thing  tiiat  oilers,  is  the  title- 
page  ;  and  we  may  sometimes  "uess  a  little  at  the  import 
and  design  of  a  book  by  that ;  though  it  must  bo  contest, 
tliat  titles  are  often  deceilOil,  and  promise  more  than  the 
book  performs.  The  author's  nnme,  if  it  be  known  in  the 
world,  may  help  us  to  conjecture  at  tlie  performance  a  little 
more,  and  lead  us  to  guess,  in  what  manner  it  is  done.  A 
perusal  of  the  preface  or  introduclion,  whicii  1  before  re- 
commended, may  further  assist  our  judgment  ;  and  if  there 
be  an  index  of  the  contents,  it  will  give  us  still  some  ad- 
vancing light. 

If  wc  have  not  leisure  or  inclination  to  read  over  the  book 
itself  regularly,  then  by  the  titles  of  chapters,  wc  may  be 


iiivv  Hdiiia  accuiiiit  (if  tliu  iiielliod, 
dcscrlbcil  ill  Note  I V  1 

IMeiiiiun  Kiiiiiu  advanlagcs  uftlial 
mclliijil. 

tiulijtct  oniir  nnii  chapter  1 


AIiMilio.i  Home  of  tlio  niilliodH  of 
riiriii{iir>  .sniiii-  (;<'i>crul  Idranru  tuxik. 

Ill  wliat  riiHiiuct,  ur«  liilc  pages 
often  (I'Neiirull 


JUDGMF..NT  OK  liOOKS.  75 

directed  to  peruse  several  particular  chapters  or  sections, 
and  observe,  whetiier  there  id  any  thiii^-  valuable  or  im- 
portant in  thein.  We  sliall  find  Jiereby,  ivijetiier  the  author 
exphiins  iiis  icfeas  clearly,  whijUicr  'lie  r^'a^onsi  suongiy, 
whether  he  metliodizes  well,  whetiier  ins  tlioughts  and 
sense  are  manly,  and  his  manner  jJoUte  ;  or,  on  the  other 
hand,  whetiier  he  is  obscure,  weak,  tritiing  and  confused  ; 
or,  finally,  whether  the  matter  may  not  be  solid  and  substan- 
tial, though  the  manner  or  style  is  rude  and  disayveeable. 

II.  Ey  having  run  througli  several  chapters  and  sections 
in  this  manner,  we  may  g-cnerally  judge,  whether  tlie  trea- 
tise is  v/ortli  a  complete  perusal  or  not.  liut  it  by  such  an 
occasional  survey  of  some  chapters,  our  expectation  be  ut- 
terly discouraged,  we  may  well  lay  aside  that  book ;  for 
there  is  great  probability,  he  can  be  but  an  indiilerent 
writer  on  that  subject,  if  he  alfords  but  one  prize  to  divera 
blanks,  and  it  may  be,  some  downriglit  blot  too.  'JMie 
piece  can  haiitly  be  valuable,  if  in  seven  or  eight  chapters, 
which  we  peruse,  tiicrc  be  but  little  truth,  evidence,  force 
of  reasoning,  beauty  and  ingenuity  of  thought,  &c.  mingled 
with  much  error,  ignorance,  impertinence,  dulness,  mean 
and  common  tiiougjits,  inaccuracy,  sophistry,  railing,  &c. 
Life  is  too  short,  and  time  is  too  precious,  to  read  every 
new  book  quite  over,  in  order  to  find,  that  it  is  not  worth 
reading. 

III.  There  an'  some  general  miptnkcs,  wliich  persons 
frequently  make  in  passing  a  judgment  on  tiio  books,  whicn 
they  read.  One  is  this.  When  a  tveatise  is  written  but 
tolerably  well,  we  are  ready  to  pass  a  favorable  judgment 
of  it,  and  sometimes  to  exalt  its  chiiracter  far  beyond  its 
merit,  if  it  agrees  with  our  own  principles,  and  supports  the 
opinions  of  our  party.  On  the  other  hand,  if  the  autiior  is 
of  different  sentin^icnts  and  espouses  contraiy  principles,  we 
can  find  neither  wit  nor  reason,  good  sense  nor  good  lan- 
guage in  it.  Whereas,  alas,  if  our  opinions  of  Dungs  were 
certr.in  and  infallible  trutii,  yet  a  sdly  author  may  draw  his 
pen  in  tlie  defence  of  them,  and  he  may  attjck  even  gross 
errors  with  feeble  and  ridiculous  arguments.  Truth  in  this 
world  is  not  always  attended  and  supported  by  the  wisest 


What  a  we  nre  red  to  form  :i  very  i       Jleaning  of  divers  7— Ingenuity  7— 

I(r,v  estiiiinte  ,>f  a  hook,  by  a  survey  \  sojihistni  7 — rail!ii<r7 
'jf  ;i  fev;  oli:!|>lfrs.'  fii  \vii;it  resj.c-;":,  are  >.ve  lilioly  lo 

VVliy  is  if  not  ••veil  to  rend  n  book  \  iiiisjiulL'e  iif  .i  book,  that  fivors  our 

t^r()ll^b,  ill  oriItT  to  know,  I'lut  it  i$  i  vi'-ws  or   t,:irty  1  —  :t  book   tlial  op- 

Ilot  worili  re;i(ling  ?  |  jjoses  ll.e:u  ' 


7G  JUDGMENT  OF  bUOKS. 

and  safest  methods';  and  error,  though  it  can  never  be  mam- 

lained  by  jiiit  reasoning-,  yot  may  be  artfully  covered  and 
defended.  An  ingenious  writer  may  put  excellent  colors 
upon  his  own  ini.stakes.  Some  Kocinians,  who  deny  tlie 
atonemnnt  of  Christ,  liav'C  written  well,  and  with  nuich  ap- 
pearance of  argument,  for  their  own  unscriptural  senti- 
ments ;  and  souio  writers  for  the  Trinity,  and  satisfaction 
of  Ciirist,  have  exposed  tiiemsolves  and  the  sacred  doctrine, 
by  tlieir  feeble  and  foolish  manner  of  handling  it.  Books 
arc  never  \.o  be  judg-ed  merely  by  their  subject,  or  the  opin- 
ion they  represent;  but  by  the  justness  of  their  scntinients, 
the  beauty  of  their  manner,  the  force  of  their  expression,  or 
the  strength  of  reason,  and  the  weight  of  just  and  proper 
argument,  wiuch  appears  in  them. 

But  this  fully  and  \;eakness  of  trifling,  nistcad  of  argu- 
inn-,  does  not  iiappen  to  fall  to  the  share  of  Cln-istian  writers 
only.  There  arc  some,  who  have  taken  the  jien  in  liand, 
to  suppcut  the  Deistical  or  antichrislinn  scheme  of  our  days, 
who  make  great  pretences  to  reason  upon  all  occasions, 
but  seem  to  have  lefl  it  quite  behind  them,  when  they  are 
jesting  with  the  Uibk*,  and  laughing  at  the  books,  which  we 
call  sacred.  Some  of  these  pinfornKinces  would  scarcely 
have  been  thought  tolero.ble,  if  they  had  not  assaulted  the 
Christian  fiith,  though  tlu'j'  are  now  grown  up  to  a  place 
among  the  admired  pens.  I  much  question  whether  several 
of  the  rhapsodies,  called  the  Characteristics,  would  ever  have 
survived  the  first  edition,  if  they  hud  not  discovered  so  strong 
a  tincture  of  iuildelity,  and  now  and  tlien  east  out  a  profane 
sneer  at  our  ho'y  religiou.  1  liave  sometimes  indeed  been 
ready  to  wonder,  how  a  book,  in  the  mam  so  loosely  writ- 
ten, should  ever  obtain  so  mauy  readers  among  men  of 
sense.  Surely  they  must  be  conscious  in  the  perusal,  that 
sometimes  a  patrician  may  write  as  idly,  as  a  man  of  ple- 
beian rank,  and  tnlle  as  much,  as  an  old  school-man,  Ihough 
it  is  in  another  form.  I  am  forced  to  say,  there  are  few 
books,  that  ever  I  read,  which  nnide  any  pretence  to  a  great 

By  tvldl,  ciiii  error  iii^vxr  be  iimiii-  1       VVIii^re  w.ih  llteir  ciiivriiilliience^ 

taiiied  1  t  III  I'dlaiiil 

Most  (liMtiiii!uisliiii)!  cli.'irar.tertis  |      Ily  wliat  clinr.ictrri.^tirF  Plinll  we 

tic  ol'tlie  S(ii'iiij:iii!i  )  I  jiidiit^   c.r  hiioUs  ]      Ily   their   truth, 

Miililliiie  ••r.Siir/nidii.v?     ImiIIowlms  j  llicir  iiii|i(irt:ilii'c,  iiiiil  llic  e.\ci:ll(/nce 

or  l<elMM  iiiiil  I'iiiistiis  SiiriiiiH.  i  (if  llicir  siylc  and  mniiiicr. 

How    «rre    iIii'mi    iiiuii   relulcd  .'  1       IMcainiitf  <>r  c'ninicJrr/.i/ir  ? 

LeIiiiK  wa.i  iiiiclr  to  FausiiiN.  I       'J'o   what,  did    thu   Di'i^tH  or  the 

WliiTc  i\»'ir  llii-y  liciiri  .'     Ill  Italy.  I  last  reiitiiry,    liiiike    greiil    preteo- 

VVlieii  did  Ihey  ilniiriMllI     III   tiiu  |  !<iiiiisl 

'asl  huirulllic  liilh  century.  j      MeaiiiiiR  of />r/v(.''— of  jureie*/ 


JUDGMENT  OF   HOOKS.  77 

genius,  from  which  I  derived  so  little  valuable  knowledge, 
as  from  those  treatises.  Tlicre  is  indeed  amon;^  tliem,  a 
lively  portness,  a  parade  of  J'teraturo,  and  much  of  what 
some  folks  call  politeness  ;  bui  it  is  Jiard,  that  we  should  be 
bound  to  admire  all  the  reveries  of  this  author,  under  the 
penality  of  being  unfasliionable. 

IV.  Another  mistake,  wliich  some  persons  fill  into,  is 
tliis.  When  they  read  a  treatise  on  a  subject,  witii  which 
thoy  have  but  little  acquaintance,  they  Hnd  almosi  every 
thing  nev,'  and  strange  to  them ;  their  understandings  are 
greatly  entertained  and  improved,  by  the  occurrence  of 
many  tilings,  which  were  unknown  to  them  before  ;  they 
admire  the  treatise,  and  commend  the  autlior  at  once  ; 
whereas,  if  they  had  but  attainod  a  good  degree  of  skill  in 
that  science,  pcrhips  they  would  find,  that  the  author  had 
written  very  poorly,  tlint  neither  his  sense  nor  his  method 
was  just  and  proper,  and  tliat  he  had  nothing  but  what  was 
very  common  or  trivial  in  his  discourses  on  that  subject.    . 

Hence  it  comes  to  pass,  that  Carlo  and  Faber,  who  were 
both  bred  up  to  iabor,  and  unacquainted  witli  the  sciences, 
admire  one  of  the  weekly  papers,  or  a  little  pamphlet,  that 
talks  pertly  on  some  critical  or  learned  theme,  because  the 
matter  is  all  strange  and  new  to  them,  and  they  join  to 
extol  the  writer  to  t1io  skies  ;  and  for  tiie  same  reason,  a 
younfj  academic  will  dwell  upon  a  Journal  or  an  Observa- 
tor,  tliat  treats  of  trade  and  politics  in  a  dictatorial  style, 
and  be  lavish  in  praise  of  tiie  author.  While  at  the  same 
time,  persons  well  skilled  in  those  different  subjects,  hear 
the  impertinent  tattle  with  a  just  contempt ;  for  they  know, 
how  weak  and  aukvvard  many  of  those  little  diminutive  dis- 
courses are  ;  and  that  those  very  papers  of  science,  politics 
or  trade,  which  were  so  much  admired  by  the  ignorant,  are 
perhaps,  but  very  mean  performances  ;  though  it  must  be 
also  confessed,  there  are  some  excellent  essays  in  those 
papers,  and  that  upon  science,  as  well  as  upon  trade. 

V.  But  there  is  a  danger  of  mistake  in  our  judgment  of 
books,  on  the  other  hnnd  also.  For  when  wo  have  made 
ourselves  nngters  of-tuiy  particular  theme  of  knowledge, 
and  surveyed  it  long  on  all  sides,  there  is  perhaps  scarcely 
any  wrif^r  on  that  subject,  who  much  entertains  and  pleases 
us  afterwards  ;  because  Ave  find  little  or  nothing  new  in 
him  ;  and  yet  in  a  true  judgment,  perhaps  his  sentiments 

Fdnv    nre  p'Tsniis  likely  to  resanl  S       Ilnw   are   we   lilvciy  to  jmlire  of 

a  tri'.Tiisf,  upon  ;i  siiliject,  of  wliicli  \  liooks,  upon  siiiijitris,  w'nh  which, 

tliey  know  very  little  1  {  we  are  most  faiiiiliaily  acoiiainteJ  1 
7* 


78  JUDUJIENT  OF  BOOKS. 

arc  most  proper  and  just,  his  explications  clear,  and  his 
reasonini^s  strong,  and  all  the  parts  of  tlic  discourse  are 
well  connected,  and  set  in  a  happy  lio-iit.  But  wo  knew 
most  of  those  thin;^s  before  ;  and  therctorc,  they  strike  u,s 
not,  and  we  are  in  danger  of  discommondin!^  them. 

Thus  the  le-arned  and  the  unlearned  have  their  several 
distinct  dangers  and  prejudices  ready  to  attend  thom  in 
their  judgment  of  the  writings  of  men.  These  wjiich  I 
have  mentioned  are  a  specimen  of  them,  and  indeed  but  a 
mere  specimen  ;  for  the  prejudices,  that  warp  our  judgment 
aside  from  Iruth,  are  almost  infinite. 

VI.  Yet  I  cannot  forbear  to  point  out  two  or  three  more 
of  these  follies,  that  I  may  attempt  sometliing  toward  their 
correction,  or  at  least,  to  guard  others  against  them. 

There  are  scjme  persons  of  a  forward  and  lively  temper, 
who  are  fond  to  intermeddle  witli  all  appearances  of  knowl- 
edge, and  Avill  give  their  judgment  on  a  book,  as  soon  as 
the  title  of  it  is  mentioned  ;  ^r  they  would  not  willingly 
seem  ignorant  of  any  thing,  that  others  know.  And  es- 
pecially if  they  happen  to  have  any  superior  character  or 
passions  of  this  world,  they  fancy  they  have  a  right  to  talk 
freely  upon  every  tiling  tliat  stirs  or  appears,  though  they 
have  no  other  pretence  to  this  freedom.  Divito  is  worth 
forty  thousand  pounds  ;  Politulus  is  a  fine  young  gentle- 
man, who  sparkles  in  all  tiie  shining  things  of  dress  and 
equipage  ;  Aulinus  is  a  small  attendant  on  a  minister 
of  state,  and  is  at  court  almost  every  day.  These  three 
happened  to  meet  on  a  visit,  where  an  excellent  book  of 
warm  and  refined  devotions  lay  in  the  window.  "  What 
dull  stuff  is  here  !"  said  Divito,  "  I  never  read  so  muc'i  non- 
sense in  one  page  in  my  life  ;  nor  would  I  give  a  shilling 
for  a  thousand  such  treatises."  Aulinus,  thougli  a  courtier, 
and  not  used  to  speak  roughly,  yet  would  not  allow,  tliere 
was  a  lino  of  good  s(>nse  iu  the  booic,  and  ])ron()tuiced  him 
a  madman,,  that  wrote  it  in  ids  secret  retirement,  and  de- 
clared him  a  for.l,  that  pul)lislied  it  after  his  death.  Politu- 
lus had  more  manners  than  to  differ  fiom  men  of  such  rank 
and  character  ;  and  therefore,  he  sneeriMl  at  the  devout  ex- 
pressions, as  lie  heard  them  read,  and  made  the  divine 
treatise  a  matter  of  scorn  and  ridicule  ;  and  yet  it  was  well 

VVIkiI  iIoi's  In;  xiiy  iiT  the  riiiitilicr  |  is  iiioiitiDnrd  ? 

of  tlif.  prfjiiiliccs,  liial  p'-TVert  jiitlg-  !       VVIiril   diil    Divito,   Pnliliiliis  and 

liieiit  1  I  Aiiliiiiis  tliliil<  uf  .-111  cxrclli'iil  book 

Why  will  nfiiiie  rIvc  their  jinle-  i  uf  dcvotiiiri  ? 

meiit  uC  a  buuk,  u8  biiuii  un  llie  lille  (       Why  did  thoy  thus  iiil-'judge  1 


JUDGMtNT  OF  BOOKS.  79 

known,  that  neither  tlib  fine  gentleman,  nor  the  courtier, 
nor  the  man  of  wealth,  had  a  grain  of  devotion  in  thern, 
beyond,  their  horses,  that  waited  at  the  door  with  tlicir 
gilded  chariots.  But  tiiis  is  the  way  of  the  world.  Blind 
men  will  talk  of  the  beauty  of  colors,  and  of  the  harmony  or 
disproportion  of  figures  in  painting  ;  the  deaf  will  prate  of 
discords  in  music  ;  and  these,  who  have  iiothing  to  do  with 
religion,  will  arraign  the  best  treatise  on  divine  subjects, 
tliough  they  do  not  understand  the  very  language  of  the 
scripture,  nor  the  common  terms  or  phrases  used  in  Chris- 
tianity. 

VII.  I  might  here  name  another  sort  of  judges,  who  will 
set  themselves  up  to  decide  in  favor  of  an  author,  or  will 
pronounce  him  a  mere  blunderer,  according  to  the  company 
tiiey  have  kept,  and  tlie  judgment  they  have  heard  past 
upon  a  book  by  otliers  of  their  own  stamp  or  size,  though 
they  have  no  knowledge  or  taste  of  the  subject  themselves. 
These,  with  a  fluent  and  voluble  tongue,  become  mere 
echoes  of  the  praises  or  censures  of  otner  men.  Sonillua 
haj)pened  to  be  in  the  room  where  the  three  gentlemen  just 
mentioned  gave  out  their  thoughts  so  freely  upon  an  ad- 
mirable book  of  devotion  ;  and  two  days  afterwards,  he  met 
with  some  friends  of  his,  where  this  book  was  the  subject 
of  conversation  and  praise.  Sonillus  wondered  at  tiieir 
dulness,  and  repeated  the  jests,  which  he  had  hoard  cast 
upon  the  weakness  of  the  airtlior.  His  knov/ledge  of  the 
book  and  his  decision  upon  it  were  all  from  hearsay  ;  for  he 
had  never  seen  it :  and  if  ho  had  read  it  through,  he  had  no 
manner  of  right  to  judge  about  the  tilings  of  religion,  hav- 
ing no  more  knowledge,  nor  taste  of  any  thing  of  inward 
piety,  than  a  hedge-hog  or  a  bear  has  of  politeness. 

When  I  had  written  these  remarks,  Probus,  who  knew 
all  these  four  gentlemen,  wished  they  might  have  oppor- 
tunity to  read  their  own  character,  as  it  is  represented  here. 
Alas  !  Probus,  1  fear,  it  would  do  tliem  very  little  good, 
though  it  may  guard  otliers  against  their  folly  ;  for  there  is 
not  one  of  them,  would  find  his  own  name  in  these  characters, 
if  they  read  them,  though  all  their  actpiaintances  would 
acknowledge  the  features  immediately,  and  see  the  persons 
almost  alive  in  the  picture. 

VIII.  There  is  yet  another  mischievous  principle,  which 
prevails  among  some  persons  in  passing  a  judgment  on  the 
writings  of  others,  and  that  is,  M'hcn  from'the  secret  stiniu- 

Wliat  dill  Ponillus  tliink  of  the  |  Wlitit  iiviy  siicli  jiulKeaas  SonilluB 
book  1 — VVliy  1  I  be  called  1     Lclio-critics. 


86  JUPGMENT  OF  BOOKS.  * 

lation,  of  vanity,  pride  or  envy,  they  despise  a  valuable  book, 
and  throw  contempt  upon  it  by  wholesale  ;  and  if  you  ask 
them  the  reason  ot  their  severe  censure,  they  will  tell  you 
perhaps,  tliey  have  found  a  mistake  or  two  in  it,  or  there 
arc  a  few  sentiments  or  expressions,  not  suited  to  their 
humor.  Bavius  cries  down  an  admirable  treatise  of  phi- 
losophy, and  says,  there  is  atlieism  in  it ;  because  there  are 
a  few  sentences,  that  seem  to  suppose  brutes  to  be  mere 
machines.  Under  the  same  influence,  I\Iomus  will  not  al- 
low Paradise  Lost  to  be  a  ^ood  poem,  because  he  had  read 
some  flat  and  heavy  lines  ni  it,  and  he  thought  Milton  had 
too  much  honor  done  him.  It  is  a  paltry  iiumor,  that  in- 
clines a  man  to  rail  at  any  human  pcrlorirance,  because 
it  is  not  absolutely  perfect. 

Wise  and  just  distinctions  ought  to  be  made,  when  we 
pass  a  judgment  on  mortal  thinc^s;  but  envy  condemns  by 
wholesale.  Envy  is  a  cursed  plant.  Some  fibres  of  it  are 
rooted  almost  in  every  man's  nature  ;  and  it  works  in  a  sly 
and  imperceptible  maimer,  and  that  even  in  some  persons, 
who  in  the  main  nre  men  of  wisdom  and  piety.  They  know 
not,  how  to  bear  the  praises,  that  are  given  to  an  ingenious 
author,  especially  if  he  be  living  and  of  their  profession; 
and  therefore  they  will,  if  possible,  iind  some  blemish  in 
his  writings,  that  tliey  may  nibble  and  bark  at  it.  Tliey 
will  endeavor  to  dimmish  the  honor  of  the  best  treatise, 
that  has  been  written  on  any  subject,  and  to  render  it  use- 
less, by  tlieir  censures,  rather  tl'ian  suffer  their  envy  to  lie 
asleep,  and  the  little  mistakes  of  that  author  to  pass  unex- 
posed. Perhaps  tliey  will  commend  the  work  in  general 
with  a  pretended  air  of  candor  ;  but  pass  so  many  sty  and 
invidious  remarks  upon  it  aflcrwards,  a.s  shall  effectually 
destroy  all  their  cold  and  formal  praises.  I  grant,  wiien 
wisdom  itself  onnHures  a  weak  and  foolish  performance,  it 
will  pass  its  severe  sentence,  and  yet  with  an  air  of  candor, 
if  tlie  author  has  any  thing  valualile  in  him  ;  but  envy  will 
oflcnlimes  imitate  lliesauK!  fivorahle  airs,  in  order  to  make 
lis  cavils  ajjjx  ar  more  just  and  rredililo,  when  it  has  a  mind 
to  snarl  at  some  of  the  brightest  performances  of  a  human 
writer. 

IX.  When  a  person  feels  any  thing  of  this  invidious 

Why   wniilil    not    Mriinii.s  nllow  j  ttini-s  riHiinieiid  a  work  in  Roneran 

rnmdiBii  IrfiHt  lo  lip  a  pood  noeni  ?  i       How  will  llipy  dcfilroy  tlie  furcO 

From  wli:it    |irinri[i|p,    ilo  many  i  of  llicir  fniiuiicnilnlioii '( 

pniir    roriteiii|il    upon    a   bnuk,    by  !       How  tuny  n  porsuii  cure  such  ao 

wliolewile?  I  invidious  liuiiiur' 

Jo  what  inniiner,  will  tlipy  some-  j 


JUDGMENT  OF  B00K3.  bt 

humor  working  in  liim,  lie  may  by  the  following  considera- 
tions, attempt  the  correction  of  it.  Let  him  think  with 
himself,  how  many  are  tlie  beauties  of  siicli  an  author 
whom  he  censures,  in  comparison  of  his  blemishes,  and 
remember,  that  it  is  a  much  more  honorable  and  good 
natured  thing  to  find  out  peculiar  beauties  than  faults. 
True  and  undisguised  candor  is  a  much  more  amiable  and 
divine  talent  tiian  accusation.  Let  him  reflect  again,  what 
an  easy  matter  it  is,  to  find  a  mistake  in  all  human  authors, 
who  are  necessarily  fallible  and  imperfect. 

I  confess,  where  an  author  sets  up  liimself  to  ridicule 
divine  writers  and  things  sacred,  and  yet  assumes  an  air  of 
eovereignty  and  dictatorship,  to  exalt  and  almost  deify  all 
the 'Pagan  ancients,  and  cast  his  scorn  upon  all  the  moderns, 
especially  if  they  do  but  savor  of  miracles  and  the  gospel, 
it  is  fit  tiie  admirers  of  this  author  should  know  that  nature 
and  these  ancients  are  not  the  same,  though  some  writers 
always  unite  them.  Reason  and  nature  never  made  these 
ancient  heathens  their  standard,  either  of  art  or  genius,  of 
writing  or  heroism.  Sir  Richard  Steele,  in  his  little  essay 
called  The  Christian  Hero,  has  shewn  our  Savior  and  St. 
Paul  in  a  more  glorious  and  transcendant  light,  than  a  Virgil 
or  a  Homer  could  do  for  their  Achilles,  Ulysses  or  -(Eneas  ;* 
and  I  am  persuaded,  if  Moses  and  i)avid  had  not  been 
inspired  writers,  these  very  men  would  have  ranked  them, 
at  least  with  an  Herodotus  and  Horace,  if  not  given  them 
the  superior  place. 

But  where  an  author  has  many  beauties  consistent  with 
virtue,  piety  and  truth,  let  not  little  critics  exalt  themselves, 
and  s}%wer  down  their  ill-nature  upon  him,  without  bounds 
or  measure ;  but  rather  stretch  tlieir  own  powers  of  soul, 
till  they  write  a  treatise  superior  to  that  which  tiiey  con- 
demn. This  is  the  noblest  and  surest  manner  of  suppres- 
sing what  they  censure. 

A  little  wit,  or  a  little  learning,  with  much  vaiiity>and  ill- 
nature,  will  teach  a  man  to  pour  out  whole  pat^cs  of  remark 
and  reproach  upon  one  real  or  fancied  mistake  of  a  great 
and  good  author,  and  this  may  be  dressed  up  by  the  same 
talents,  and  made  entertaining  enough  to  the  world,- who 

What  aiitliois,  does  Walls  say,  \  upuii  Uie  whole  of  a  work,  thut  ia 
are  not  the  same  as  nature  1  \  due  only  to  certain  parts  ?     VVliol©- 

How  may  severe  critics  learn  to  )  sale  critics. 
jiiripe  more  favorably  ol"  the  works  ;      Who  was  tlic  most  dislinsnished 
of  others  1  {  arch-bisliopof  Camlir.iy  1     Kenelon. 

What  shall  we  call  those  who  >  Where  is  Cambray  !  In  tlie  N. 
pour  out  the  suuie  praise  or  censure  |  E.  of  i-'rance. 


8'i  JUDGME.N'T  OF  BODKS. 

love  reproach  and  scandal.  BtJt  if  the  remarker  would  but 
once  m  .ke  this  attempt,  and  try  to  outshine  tlie  author  by 
writing  a  better  book  on  the  same  subject,  he  would  soon 
be  convinced  of  liis  own  insufficiency,  and  perhaps  might 
learn  to  judge  more  justly  and  favorably  of  tiio  performanco 
of  other  men.  A  cobler  or  a  shoemaker  may  find  some 
little  fault  with  the  latchet  of  a  shoo,  tliat  an  Apelles  had 
painted,  and  perhaps  with  justice  too,  when  the  whole  figure 
and  portraiture  is  such,  as  none  but  an  Apelles  could  paint. 
Every  poor  low  genius  may  cavil  at  what  the  richest  and 
the  noblest  has  performed.  But  it  is  a  sign  of  envy  and 
malice,  added  to  the  littleness  and  poverty  of  genius,  when 
such  a  cavil  becomes  a  sufficient  reason  to  pronounc^e  at 
once,  against  a  bright  author,  and  a  whole  valuable  treatise. 
X.  Another,  and  that  a  very  frequent  fault  in  passing  a 
judgment  upon  books,  is  tiiis,  that  persous  spread  the  same 
praises  or  the  same  reproaches  over  a  wjiole  treatise,  and 
all  tlie  chapters  in  it,  which  are  due  only  to  some  of  them. 
They  judge  as  it  were  by  wholesale,  without  making  a  due 
distinction  between  the  several  parts  or  sections  of  the  per- 
formance ;  and  this  is  ready  to  lead  those,  wiio  hear  them 
talk,  into  a  dangerous  mistake.  Florus  is  a  great  and  just 
admirer  of  the  late  arch-bishop  of  Cambray,  and  mightily 
commends  every  thing  he  lias  written,  ami  will  allow  no 
blemish  in  liiin  ;  whereas  the  writings  of  that  excellent  man 
arc  not  of  a  piece  ;  nor  are  those  very  books  of  his,  which 
have  a  good  number  of  beautiful  and  valuable  sentiments 
in  them,  to  bo  recommended  throughout,  or  all  at  once, 
without  distinction.  There  is  his  "  l)omonstralion  of  the 
Existence  and  Attributes  of  God,"  which  has  justly  gained 
a  universal  esteem,  for  bringing  down  some  new  and  noble 
thoughts  of  the  wisdom  of  the  creation  to  the  understand- 
ing of  the  unlearned ;  and  thoy  are  such  as  well  deserve 
the  perusal  of  the  man  of  science,  perhaps  ns  far  as  the  50th 
section.  But  there  are  many  oi  the  following  sections 
which  are  very  weakly  written,  and  some  of  them  built 
upon  an  enthusia-stical  and  mistaken  scJieme,  akin  to  the 
pecnliar  opinions  of  fatiier  iM;ilhranc,he  ;  such  as  Sect.  51, 
5M.  "That  we  know  tin'  finitf*  only  by  the  ideas  of  the 
infinite."  Sect.  5."),  (JO.  "  'I'li.it  tin'  superior  reason  iu  man, 
is  (lod  hiinsell",  acting  in  iiim."  Sect.  (11,  (i'-i.  "Tiiatthe 
idea  of  unity  cnnnot  be  taken  from  creatines,  byt  from  Uod 
only  ;"  and  several  of  his  sections,  from  0.5,  to  G8,  upon  the 


Wlint  kind  of  a  writer  was  Fcnnliml 


*  JlJDG?.tEM'    01'    BOOKS.  83 

doctrine  of  liberty,  seem  to  be  inconsistent.  Again,  toward 
Ihe'^nil  of  his  book,  he  spends  more  time  and  pains,  than 
are  nccdfu!.  in  refuting  the  Epicurean  fancy  of  atoms  mov- 
ing ctcrnalJy  through  infinite  changes,  which  might  be 
done  cflectually  in  a  much  shorter  and  better  way. 

So  in  his  Posthumous  Essays  and  his  Letters,  there  are 
many  admirable  thoughts  in  practical  and  experimental  re- 
ligion, and  very  beautiful  and  divine  sentiments  in  devo- 
tion ;  but  somotimes  in  large  paragraphs,  or  in  whole  chap- 
ters together,  you  find  him  in  the  clouds  of  mystic  divinity, 
and  he  never' descends  within  the  reach  of  common  ideas 
or  common  sense. 

But  remember  this  also,  that  tliere  are  but  few  such  au- 
thors, as  this  great  man,  who  talks  so  very  weakly  some- 
times, and  yet  in  other  places,  is  so  much  superior  to  the 
greatest  part  of  writers. 

There  are  other  instances  of  this  kind,  Avhere  men  of 
good  sense-  in  the  main,  set  up  for  judges  ;  but  they  carry 
too  many  of  tiieir  passions  about  them,  and  then,  like  lovers, 
they  arc  in  rapture  at  the  name  of  their  fair  idol.  They 
lavish  out  all  their  incense  upon  that  shrine,  and  cannot 
boar  the  thought  of  admitting  a  blemish  in  them. 

Milton  is  a  noble  genius  ;  and  the  world  agrees  to  con- 
fess it.  His  Paradise  Lost  is  a  glorious  performance,  and 
rivals  the  most  famous  pieces  of  antiquity.  But  that  reader 
must  be  deeply  prejudiced  in  favor  of  the  poet,  who  can 
imagine  him  equal  to  himself,  through  all  that  work.  Nei- 
ther the  sublime  sentiments,  nor  dignity  of  numbers,  nor 
force  or  beauty  of  expression,  are  equally  maintained,  even 
in  all  tliose  parts,  which  require  grandeur  or  beauty,  force 
or  harmony.  I  cannot  but  consent  to  Mr.  Drydcn's  opinion, 
though  I  will  not  use  his  words,  that  for  some  scores  of 
lines  together,  there  is  a  coldness  and  flatness,  and  almost  a 
perfect  absence  of  that  spirit  of  poesy,  which  breathes  and 
lives  and  flames  in  other  pages. 

XL  When  you  hear  any  person  pretending  to  give  his 
judgment  of  a  book,  consider  with  yourself,  whether  he  be 
a  capable  judge,  or  whether  he  may  not  lie  under  some  un- 
happy bias  or  prejudice,  for  or  against  it,  or  whether  he  has 
made  a  sufficient  inquiry  to  form  his  justest  sentiments 
upon  it 

Wlmt.fifipg  Watts  say  ot  the  gen-  i  pct-in  ! 
ius  nf  IMilton  1  *      Wlien   we  hear  n  mnn  criticising 

WInt  floea  Watts  say,  Paradise  >  a  iinok,  wliat  silent  inquiries  slioulj 
Lost  rival-"  ?  ;  we  makel 

VVliat  does    he   say  against   this  < 


64  JUDGMKiNT  OF  BOOKS. 

Though  he  is  a  man  of  good  sense,  yet  he  is  incapable 
of  passing  a  true  judgment  of  a  particular  book,  if  he  b4  not 
well  acquainted  with  the  subject,  of  wjiich  it  treats,  and  the 
manner  in  which  it  is  written,  be  it  verse  or  prose  ;  or  if  he 
has  not  had  opportunity  or  leisure  to  look  sufficiently  into 
the  writing  itself. 

Again,  thougli  he  is  ever  so  capable  of  judging  on  all 
other  accounts,  by  the  knowledge  ot  the  subject,  and  of  the 
book  itself,  yet  you  arc  to  consider  also,  whether  there  is 
any  thing  in  tiie  author,  in  his  manner,  in  his  language,  in 
his  opinions,  and  his  particular  party,  wliicli  may  warp  the 
sentiments  of  him  that  judges,  to  tliink  well  or  ill  of  the 
treatise,  and  to  pass  too  favourable  or  too  severe  a  sentence 
concerning  it. 

If  you  lind,  that  he  is  either  an  unfit  judge,  because  of 
his  ig'norance,  or  because  of  his  prejudices,  his  judgment 
of  that  book  should  go  for  nothing.  Pliilographo  is  a  good 
divine,  a  usefiJ  preacher,  and  an  approved  expositor  of 
scripture ;  but  he  never  had  a  taste  for  any  of  the  polite 
learning  of.the  age.  He  was  fond  of  every  thing  that  ap- 
peared in  a  devout  dress  ;  but  all  verse  was  alike  to  him. 
lie  told  me  last  week,  there  was  a  very  fine  book  of  poems 
publishetl  on  the  tliree  christian  graces.  Faith,  Hope  and 
Charity  ;  and  a  most  elegant  piece  of  oratory  on  the  four 
last  tilings.  Death,  .Judgment,  Heaven  and  Hell.  Do  you 
think  I  shall  buy  eitlier  of  those  books  merely  on  Philo- 
grapho's  recommendation  ? 

Why  wimlil  not  W.-itts  purchase  |  a  certain  good  divine  1 
a  poem,  on  the  recomiiiendatidii  of  | 

Miscellaneous  Questions,  No.  2. 

Why  may  a  hook  lie  iif^eriil  to  !  our  assent,  when  we  read  Jiuiuuu 
aonie  perKoiiH,  and  not  tuotliers'?        |  authors  1 

For  wliat  olijecl,  Bliould  cliildrtn  J       Aiillior  of  the  .Vight  Thoiiclits  ? 
attend  iMti.seunis  1  |      In    wliat   rcspoi  t  are    title -piiges 

often  deceitful  ) 

VViio  were    I.elius  and    Faustua 
^Horinus  1 

A\'hon  sliouhl  we  make  some 
ahatcnient  of  our  favorahle  opinion  1 
How  can  we  he  continually  en- 
ga(;<'d  fur  the  iniprnvenient  of  our 
minds,  and  for  the  acquisiliun  of 
knuwledt'e  1 


What  is  meant  hy  dealing  freely 
with  an  author  ] 

(JreateHt  poi  in  of  Alillon  .' 

How  may  we  make  the  contents 
of  a  hook  our  own  t 

What  sen  (((professed  Christians 
deny  the  atonement  of  ClirlHt  1 

V\'lio  Is  most  lunrerncil  to  know 
Hehrew,  a  iniiiistir  or  a  lawvcr .' 


With  what  limitation,  should  chil-  j  Who  is  likely  to  become  a'tatfler  I 

dren   he  allowed   to  liatulle  the  ar  1  \\)iy  are  we  in   peculiar  dnnt;cr 

tides  of  a  uniseuui  1  '  of  emln.iciiia  any  errors,  that  we 

'i'o  what  al'jne,  should  we  yield  |  may  (itid  in  Walts's  writings.' 


M1SCEI.LAXE00S    QUESTIONS. 


85 


What  fmlt  in  re.idins  is  almost 
aiiivsrditl  ? 

CJie.ileal  poem  of  Young  1 

Wli:u  (lues  Watts  say  of  the  tmin- 
ber  of  prejudices,  that  pervert  judg- 
ment ^ 

What  should  we  fetch  dowu  Irouj 
tlie  clouds  and  from  the  stars  1 

From  what  two  evils,  bhoiild  ive 
kee|)  nurselved  free,  in  making  ob- 
servations ? 

Wliat  liny  sometimes  require  us 
to  speak  unfavorably  of  others.' 

'J'o  what,  should  we  always  keep 
our  minds  open,  when  wc  read  2 

Author  of  the  Seasons? 

How  do  echo-critics  form  their 
opinions  of  books  1 

Where  may  we  see  most  of  the 
works  of  (Jod  ! 

What  oli^orvations  are  made  by 
Jaundiced  eyes  1 

What  measure  with  regard  to 
evil  speaking,  is  calculated  to  defeat 
itself! 

What  if  an  author  would  have  us 
receive  his  opinions  on  human  au- 
thority \ 

What  iii'iiiiry  should  we  make, 
when  we  read  practical  works  1 

Greatest  poem  of  Tliomson  .•■ 

What  authijrs,  does  Watts  say, 
are  not  the  same  as  nature  1 

Where  may  we  see  most  of  the 
works  of  man  ? 

Upon  wliat,  do  jaundiced  eyes 
make  ;'ellii\v  ohserv.itions  ? 

What  is  false  induction  1 

Why  should  we  believe  the  de- 
clarations of  (jod  t 

Wliit  is  more  valuaMe,  than 
knowieik'eand  mental  impovement? 

Author  of  the  ICssay  on  Man  ] 

By  vvhat  characteristics,  shall  we 
juiiiitt  ofbioks  1 

What  are  wluilesalc-critics  1 

What  two  branches  of  knowledge 
are  most  important  ? 

Infl'ience  of  envy  upon  our  judg- 
ment of  others. 

How  may  a  young  person  he  a.^- 
sisted  in  ascertaining,  what  books 
to  read  1 

Why  cannot  fJod  Iie1 

What  may  be  lire  effect  of  knowl- 
edge iini!  loeiilal  impniveuient,  with- 
out virtue  and  holiness  1 


Author  of  the  Task  7 

Who  wa.s  t'enelou  '! 

Ilow  in.iy  we  best  learn  the  hate- 
fulness  of  vice  .' 

Of  whom,  are  we  most  likely  to 
think  too  favorably  1 

Wliy  are  recommendations  of 
books  often  injurious  "!  "• 

What  if  we  should  always  follow 
the  judgment  o.'"  others  "i 

Eii'iicl  of  knowledge  and  mental 
improvement,  with  virtue  and  holi- 
ness 1 

Greatest  poem  ofCowperl 

Wiiat  ho|)eful  sign  should  wo 
particularly  encourage  in  youth  1 

What  special  efforts  should  be 
made,  to  improve  and  enrich  young 
minds,  when  observing  new  objects? 

What  if  books  are  recommended 
ignorantly,  inconsiderately  or  wick- 
edly 1 

On  what  subjects,  are  we  more 
especially  bound  to  judge  for  our- 
selves 1. 

Meaning  of  virtue  i. 

Author  of  the  Course  of  Time  ? 

Against  the  errors  of  what  author, 
should  we  be  doubly  guarded  ? 

From  what  wrong  motives,  do 
persons  sometimes  read  books  ? 

V^'hy  shoulil  we  judge  for  our- 
selves, upon  the  things  of  religion  1 

Meaning  of  holines.i  ? 

Author  of  Paradise  Lost "? 

Greatest  work  of  PoUokT 

Grand  object,  for  which  we  .'should 
read  books  1 

What  does  Watts  advise  us  to  do, 
when  we  discover  faults  in  books'! 

WHiat  English  poems  have  been 
greatly  adinireil  "! 

Aame,  given  to  those,  wl\o  hold 
to  the  being  of  God,  but  deny  the 
Dible'! 

For  whom,  misht  museums  be 
exceedingly  useful  ? 

With  wiiat  authors,  should  we 
deal  freely  ?  ' 

Advantages  of  making  books,  aa 
we  read  ? 


8 


66 


OF  LIVING  INSTKOCTION.S. 


CHAPTER   VI. 

OF  LIVING  INSTRCCTIONS  AND  LECTURF.S — OF  TEACHERS 
AND  LEARNERS. 


I.  There  are  few  persons  of  so  penetrating  a  genius, 
and  so  just  a  judgment,  as  to  be  capable  of  learning  the 
arts  and  sciences  witliout  the  assistance  of  Teachers. 
There  is  scarcely  any  science,  so  safely  and  so  speedily 
learned,  even  by  the  noblest  genius  and  the  best  boolcs, 
witliout  a  tutor.  His  assistance  is  absolutely  necessary 
for  most  persons,  and  it  is  very  useful  fur  all  beginners. 
Books  are  a  sort  of  dumb  teachers.  Tliey  point  "out  the 
way  to  learning  ;  but  if  we  labor  under  any  doubt  or  mis- 
take, they  cannot  answer  sudden  questions,  or  explain  pre- 
sent doubts  and  dilllcullies.  Tiiis  is  properly  the  work  of 
a  living  instructor. 

II.  There  are  very  few  tutors,  who  are  sufficiently  fur- 
nished with  such  universal  learning,  as  to  sustain  all  the 
parts  and  provinces  of  instruction.  The  sciences  are  nu- 
merous, and  many  of  tiiem  He  far  wide  of  each  other  ,•  and 
it  is  best  to  enjcjy  tiie  instruction  of  two  or  tlirce  tutors  at 
least,  in  order  to  run  tlirougii  the  whole  Encyclopedia  or 
Circle  of  Sciences,  wliere  it  may  be  obtained.  Tlien  we 
may  expect,  that  each  will  teach  tliC  few  parts  of  learning, 
which  are  committed  to  ids  care,  in  greater  perfection.  But 
wjiere  this  advantage  cannot  bo  had  with  convenience,  one 
great  man  must  supply  the  place  of  two  or  tliree  common  • 
instructors. 

III.  It  is  not  Gufllcient  that  instructors  be  competently 
skilled  in  those  sciences,  which  tliey  profess  and  teach, 

•  They  sliould  iiave  skill  also  in  tiie  art  or  method  of  teach- 
ing, and  patience  in  llie  practice  of  it. 

It  is  a  great  unliappiness  indeed,  when  persons  by  a 
spirit  of  party  or  faction  or  interest  or  by  purchase,  ore 


VVIifi«o  .ii'-'islmic()  fill  iiicHt   |KT- 
Hnns  iii'i-il,  ill  Icnriiiiig  the  ntis  iiiid 

BCifllCCH  1 

IIuw  iiinny  toarlicrs  in  it  ileuiralilc 


to  liavel— Why  ? 

'Vwu  ci.inil  iiiKilil'icntinnB,  wlilcll 
uvery  tuacllur  bhuiilil  puHsera.' 


OF  LIVING  INSTR0CTIONS. 


87 


set  up  fur  tutors,  who  have  neither  due  knowledge  of  sci- 
ence, nor  skill  in  tiie  way  of  communication.  And  alas, 
there  are  others,  who  with  all  their  ignorance  and  insuffi- 
ciency, iiave  self-admiration  and  effrontery  enough  to  set 
up  themselves  ;  and  the  poor  pupils  faro  accordingly,  and 
grow  lean  in  their  understandings. 

And  let  it  be  observed  also,  there  are  some  very  learned 
men,  who  know  much  themselves,  but  have  not  the  talent 
of  comnmnicating  their  own  knowledge  ;  or  else  tliey  arc 
lazy,  and  will  take  no  pains.    Either  they  have  an  obscure 


Some  leiisnns,  wliy  u  learned  man 
may  be  a  very  bad  tearlier? 

Qualiticaliutis,  desirable  in  a 
teacher.'  Ivnovvledgc,  skill,  piety, 
good  rliaructcr,  zeal,  afiettion,  in- 
genuity, mt'ekness,  patience,  au- 
thority, politeness,  healtli. 

Aleaiiiii;;  of  iiigcmuLyl  —  of  mcdi- 
ncm  7 

Why  should  !io  be  pious  T  He 
will  be  niutli  uuire  likely  to  use  ef- 
fectual means  lor  the  iiijjhesl  bcnerit 
of  liis  pupils. 

Why  .should  a  teacher  endeavor 
to  promote  the  salvation  of  his  pu- 
pils )  He  has  peculiar  advantages 
for  this  object,  and  il  is  infinitely 
important. 

What  scripture  shows  it  to  be  sin- 
ful not  to  improve  such  advantage  1 
To  him,  &c.  I  Si'c  James  4  :  17.] 

Why  should  not  a  teacher  be 
wholly  employed  in  teacliin'^  his 
pupils  literaluie,  to  tin:  exclusion  of 
religion  .'  Religion  is  inlioiiely  more 
important ;  it  vastly  increases  the 
importance  of  the  other  branches, 
and  helps  the  pupil's  progress  in 
them. 

Mow  does  it  help  the  |)upil's  pro- 
pres.s  in  other  branches.'  It  con- 
duces to  render  his  application  more 
constant,  vigorous  and  pcrsevcrinu, 
and  he  is  more  likely  to  enjoy  the 
special  blessing  of  God  upon  his 
studies. 

Are  teachers  hired  to  teach  reli- 
gion "]  'I'hfy  uenerally  are,  at  least, 
in  some  dciiree. 

How  does  this  appear,  when  their 
employers  say  nolhiu!;  upon  the  sub- 
ject 1  It  is  generally  understood, 
that  teariicrs  will  L'ive  their  pupils 
Boine  religious  instruction. 

What   if   parents  are  unwilling, 


their  childieu  should  be  tansht  reli- 
gion 1  Probably  no  one  ought  to 
take  such  a  sciiool. 

Why  should  a  tfa':her  have  a  good 
moral  character  ?  That  he  maybe 
respected  by  his  pupils,  and  that  his 
inoial  inllueiice  upon  liieni,  iiiuy  be 
Kuod. 

Why  should  i  teacher  have  zeal  1 
He  will  do  very  little  without  it. 
The  example  of  his  zeal  is  also  need- 
ful to  awaken  the  genius  of  his  pu- 
pils. 

Why  should  a  teacher  be  affec- 
tionate 1  It  is  a  thousand  times 
belter  to  draw  children  to  their  stu- 
dies, by  the  cords  of  love,  than  to 
drive  them,  by  the  rod  of  correction. 
It  will  conduce  to  make  them  love 
tliL-ir  studios,  as  long  as  they  live. 

Why  is  it  desirable,  that  a  teacher 
should  be  iugenions.'  To  devise  the 
best  methods,  and  practise  them  in 
the  best  manner,  as  circumstances 
may  varj'. 

Why  i.-f  meekness  desirable  in  a 
teacher  1  Tofiutily  him  against  the 
many  provocations,  to  which  he  is 
exposed. 

Why  should  he  be  patient  ?  He 
will  prohablv  find  some  of  his  pupils 
very  ijinoranl,  dull,  stupid  and  slow 
ill  their  progress. 

What  teacbeis  are  in  the  greatest 
danger  of  failing  in  regard  to  sucli 
scholars  1  Those,  who  are  tiie  most 
brii^lit  and  intelligent. 

Why  aie  men  of  siipeiior  genius 
and  leaniitig  very  liable  to  tail  in 
foriiiiiigsj  stems  of  ediicaliim  t  'J'hey 
c:in  hardly  iii;ike  due  alloivance  for 
tile  \vc:ikiie<s  of  cmmiion  minds, 
and  ran  hardly  know  the  steps,  by 
>v  liirli.  nirumoii  niiiids  proceed  in 
improvement. 


88 


OF  J-IVI.\G  I.VSTRUCTIO.NS. 


and  perplexed  way  of  talking  ;  or  they  show  their  learning 
uselessly,  and  make  a  long  peripJirasis  on  every  word  ol 
the  booa  they  explain  ;  or  they  cannot  condescend  to  young 
beginners  ;  or  they  run  presently  into  the  elevated  parts  of 
the  science,  because  it  gives  themselves  greater  pleasure  ; 
or  the}'  are  soon  angry  and  impatient,  and  cannot  bear  witi» 
a  few  impertinent  questions  of  a  young,  imjuisitive  and 


Wliy  should  ;i  te;iclier  possess  au- 
thority 1  To  render  liis  kindness 
more  striking  and  atfectin^,  and  to 
au-e  and  ^(^vera  llioso,  who  will  not 
he  rnlfid  hy  love. 

Meaning  of  aiUhorUyl  Dignity 
and  energy  of  character. 

VVlien  siioiild  a teiichir's autlioniy 
bedlrectly  manifested  '!  Only  wlien 
it  is  needful  to  maintain  good  order. 

Why  is  politenes.s  desirable  in  a 
teacher!  'I'o  win  the  hearts  of  iiis 
pupils,  and  improve  their  manners. 

What  is  true  politeness  1  It  is 
love,  manifested  in  an  easy,  unaf- 
fected, graceful  and  winning  man- 
ner. 

Why  is  it  desirable,  that  the  pu- 
pils'manners  should  be  improved  7 
It  may  greatly  cmuluce  to  their  hap- 
piness and  usefulness. 

What  passage  of  scripture  incul- 
cates politeness  .'  Charity  doth  not 
behave  itself  unseemly. 

Can  w(!  expect  a  teacher  to  pos- 
Bess  all  these  qualifications  1  J'er- 
haps  rarely,  if  ever,  in  a  high  degrea. 

What  is  the  daily  duly  of  a  teacli- 
n(i1  ny  the  most  assiduous  atten- 
tion, watchfulness  and  prayer,  to  be 
as  useful  to  his  pupils,  as  possible. 

How  much  time  should  a  teacher 
devote  to  his  pupils'!  If  he  is  well 
paid  for  the  whole  of  his  lime,  jns- 
tire  seems  to  require,  that  the  whole 
shunid  he  devoted  ;  and  merry  may 
require  the  same,  where  his  com- 
pensation is  little  or  nothing. 

Why  do  yoiing  teachers  often  suc- 
ceed better,  than  those,  who  have 
had  inurli  experience.' 

Flow  shall  a  teacher  maintain  his 
interest  in  his  busitiessl  lly  mak- 
ing special  preparation  for  every  re- 
citation, and  continual  I'llorls  to  im- 
prr.ve  in  the  art  of  te.\(  bin!.'. 

Dulles  <if  pupils  1  Alteiiilance,  at 
tention,  afri-clion,  obedience,  dorill 
ty,    reHpecl,    freedom    of   tliuut;lit, 


gratitude. 

Meaning  of  freedom  of  Ihntiirhll 
Practice  ol  thinking  and  jndgiiig  for 
iiimself. 

How  sliould  a  teacher  promote 
freedom  of  thought  in  his  pupils'! 
liy  giving  the  reasons  of  his  state- 
ments, as  far  as  possible,  and  also 
by  warning  them  against  adopting 
his  opinions,  without  e.x.nninatloii. 

Why  should  a  pupil  attend  school 
constantly.''  'i'he  omission  of  a  re- 
cilaiiim  is  a  loss  in  itself,  and  ren- 
ilcrs  the  pupil  less  capable  of  under- 
slandiiig  tlie  ne.\t. 

'i'endency  of  several  absences.' 
To  make  the  pupil  unsteady,  to 
destroy  his  relish  for  study,  and 
Iriislrate  the  little  etlorts,  that  lie 
makes. 

Meaning  ofjrustrnle'! 

Why  should  a  pupil  attend  punc- 
tually !  Lvery  monicnt'H  absence 
is  a  loss  to  himself,  and  ills  tardy 
coming,  an  inlerniplion  toothers. 

M<'aning  of  pnnclitdl  7 — ui tardtjl 

What  important  habit  is  punctual 
allendaiice  likely  lo  produce  ? 

What  sctiptnre  represents  punc- 
tuality as  :i  viilne.'  That  passage 
in  the  first  Psalm,  wliiih  compares 
a  godly  man  to  a  tree,  that  brings 
fortb  its  fruit  in  se;ison. 

Why  should  a  pupil  love  his  teach- 
er 1  i''or  the  sake  of  his  own  im- 
provement. 

What  if  the  teacher  Is  so  unlove- 
ly, that  the  pupil  cannot  love  liiin '! 
Perhaps  it  may  be  better  lo  be  at 
play,  Mian  at  school,  at  least,  liiiK 
of  (be  lime.  It  may  be  advi.sable 
fi:r  the  pupil  to  (pill  ihe  school,  and 
better  still   lor  the  teacher  to  quit. 

Mow  should  a  pupil  lienor  a 
worthy  teaiber .'  I!y  llie  best  poa- 
sible  conduit  and  iuiprovenienl,  and 
hy  ahvavM  speaking  of  him  in  a 
respectful  and  ulluiiionalc  luaniiur. 


OF  LIVING  INSTRUCTIONS.  89 

sprightly  genius  ;  or  else  they  skim  over  a  science  in  a  very 
slight  ;uid  superficial  survey,  and  never  lead  their  disciplea 
into  the  depths  of  it. 

IV.  A  good  tutor  has  characters  and  qualifications,  very 
diftbront  from  all  these.  He  is  such  a  one,  as  both  can  and 
will  apply  himself  with  diligence  and  concern,  and  indefati- 
gable patience,  to  effect  what  he  undertakes  ;  to  teach  his 
disciples,  and  see  what  they  learn  ;  to  adapt  his  way  and 
mctiiod,  as  near  as  may  be,  to  the  various  dispositions,  as 
well  as  to  tlic  capacities  of  those,  ivhom  he  instructs,  and 
to  inquire  often  into  their  progress  and  improvement.  And 
he  sliouKi  take  particular  care  of  his  own  temper  and  con- 
duct, that  there  be  notliing  in  Jiim  or  about  iiim  which  may 
be  of  ill  example  :  nothing  that  may  savor  of  a  haughty 
temper,  a  moan  and  sordid  spirit ;  nothing  that  may  expose 
him  to  the  aversion  or  to  the  contenq^t  of  his  scholars,  or 
create  a  prejudice  in  tiieir  minds  against  him  and  his  in- 
structions. 1  f  possible,  lie  sliould  have  so  much  of  a  natural 
candor  and  sweetness,  mixed  witli  all  the  improvements  of 
learning,  as  may  convey  knowjedixc  into  the  minds  of  his 
disciples,  with  a  sort  of  gentle  insinuation  and  sovereign 

.  delight,  and  may  draw  them  into  the  highest  improvements 
of  their  reason,  by  a  resistless  and  insensible  force.  But  I 
shall  have  occasion  to  say  more  on  this  subject,  when  I 
come  to  speak  more  directly  of  the  methods  of  the  com- 
munication of  knowledge 

V.  The  learner  should  attend  with  constancy  and  care 
on  all  the  instruction's  of  his  tutor;  and  if  he  happens  to  be 
at  any  time  unavoidably  hindered,  he  must  endeavor  to 
retrieve  the  loss  by  double  industry  for  time  to  come.  He 
should  always  recollect  and  review  his  lectures,  read  over 
some  other  author  or  authors  upon  the  same  subject,  confer 
upon  it  witli  his  instructor,  or  with  his  associates,  and  write 
down  the  clearost  result  of  his  present  thoughts,  reasonings 
and  inquiries,  which  he  may  have  recourse  to  hercatler, 
either  to  re-examine  them,  and  to  apply  thein  to  proper  use, 
or  to  improve  them  further  to  his  own  advantage. 

Vf.  A  student  should  neyer  satisfy  himself  with  bare  at- 
tendance on  the  lectures  of  his  tutor,  unless  ho  clearly 
takes  up  his  sense  and  meaning,  and  understands  the  things, 
which  he  teaches.  A  young  disciple  siiould  behave  him- 
self so  well,  as  to  gain  the  affection  and  the  ear  of  his  in- 

If  a  pupil  Ims  dilticillies,  leliitiiig  i  tempt  to  have  tlu-iii  solved  1 
to  bis  studies,  liow   sliutild   lie  al-   |  , 

8# 


90  OK  LIVIJVG  IiNSTKCCTIO.NS. 

Btnictor,  tiiat  upon  every  occasion,  he  moy  with  tlie  utmost 
freedom,  ask  questions,  and  talk  over  liis  own  sentiments, 
his  doubts  and  ditiicullies  with  him,  and  in  a  Imiuble  and 
modest  manner  desire  the  solution  ot'tliein. 

VJI.  Let  the  learner  endeavor  to  maintain  an  honorable 
opinion  of"  his  instructor,  and  heedfuUy  listen  to  his  instruc- 
tions, as  one  willinjr  to  be  led  by  a  more  experienced  guide; 
and  tiiough  he  is  not  bound  to  tall  in  With  every  sentiment 
of  his  tutor,  yet  he  sjiould  so  far  comply  witii  him.  as  to 
resolve  upon  a  just  consideration  of  the  matter,  and  try  and 
examine  it  thoroughly  with  an  honest  heart,  before  he  pre- 
sumes to  determine  against  him.  And  tiien  it  should  be 
done  with  great  modesty,  with  a  humble  jealousy  of  him- 
self, and  apparent  unwillingness  to  difler  from  his  tutor,  if 
the  force  of  argument  and  truth  did  not  constrain  him. 

VIII.  It  is  a  frequent  and  growing  folly  in  our  age,  that 
pert  young  disciples  soon  fancy  themselves  wiser,  than 
those  wlio  teach  them.  At  the  first  view,  or  upon  a  very 
little  thought,  they  can  discern  the  insignilicuncy,  weak- 
ness and  mistake  of  wliat  their  teaciier  asserts.  The  youth 
of  our  day,  by  an  early  pctulancy  and  pretended  liberty  of 
thinking  for  themselves,  dare  reject  at  once,  and  that  with 
a  sort  of  scorn,  all  those  sentiments  and  doctrines,  which 
their  teacliers  have  determined,  perhaps  allcr  long  and 
repeated  consideration,  after  years  of  mature  study,  careful 
observation,  and  nuich  prudent  experience. 

IX.  It  is  true,  teachers  and  masters  arc  not  infallible, 
nor  always  in  the  right ;  and  it  must  be  acknowlodgod,  it  is 
a  matter  of  some  diiliculty  for  younger  minds  to  maintain  a 

Wliat  shdiild  a  pispil  ilo,  liffore  lie  !  ers,  for  tlic  iiiiprovfiiii'iU  otlliiMr  pti- 

deciilri:  a  |K>iiit  n^niiist  his  tenclierl  |  pils.-'       rnreuis,    iiiiiiisicrs,    scliudl 

In   wlipt  iiiaiiiier,  sliuiiKI  a  pupil  >  coiiiriiiUei-s  and  ull,   wliu  can  pro- 

disciiss  a  ipicsliun  witli  liis  leaclicr  ?  ;  iiKiif  tlie  ulijcct. 

What  sl)iiiilrl  lie  Uie  comliict  Ilia  !       What  c!ot'-<  Walts  iiiention,  oso 

tcaclu^r  in  siiih  a  rase  1     III-  should  j  frecpii'iit  and  growing  folly  in  that 

encoiiia!!!!   his  jnipil    to  ask   qims-  j  age: 

tioMs,   and   slate   olijections   freely,  j       Tendency  of  sncli  a  disposition  T 

mill  endeavortoronvince  and  sali:-fy  !  To  infidelity  and  everj  evil  wcrk. 

Iiini  in  the  most  kind  and  alfeetion-  {       Mtniiinc  of  i/'.Ai/r/.7i/ ? 

ate  niaiim-r.  j     'Mow  shoiild  »  teaciier  check  such 

What  hImiiiUI  Ihe  teacher  <Io,  if  he  I  a  nisposilion  1     Chiedyhy  alfectio'.! 

is  conviiired,  lh;fl  his  pupil  is  in  Ihe  |  ale  Ireatineiil  and  smiiid  armiineiit. 

right  1     lie  should  acknowledge  his  !       \\'hat     qiinllliiatinns     slioiild     n 

error.  t  teacher  pns'iess,  in  order  for  tlilsf 

Maxim  relating  to  thin  snhjerl  1  |  Creal   knowledge,  and  tiiie  powers 

fie  that  l«  not  Killing  to  lie  laii<!lit  I  of  logic. 

by  his  pupil,  ought  never  to  have  a  j       What   ihies  Wiitl-i  here  mention, 

pupil.  I  as  a  iiialter  of  diHiciilly  for  younger 

U'hoslioiilil  CO  o|>era(e  with  teach-  )  iiiiiidK  lo  iiiaiiitain  I 


OF  WRITERS  OR  SPKAKERS.  Dl 

just  and  .solemn  veneration  for  tlie  autliority  and  advice  of 
their  parents,  and  the  instructions  of  their  tutors,  and  yet 
at  the  same  tiijic,  to  secure  to  tliemsclves,  a  ju^t  freedona 
in  tlicir  own  thoughts.  We  are  sometimes  too  ready  to 
imbibe  all  their  sentiments  without  examination,  if  we  rev- 
erence and  love  them  ;  or,  on  the  other  hand,  if  we  take  all 
freedom  to  contest  their  opinions,  we  are  sometimes  tempt- 
ed to  cast  off  tliat  love  and  reverence  to  their  persons, 
•which  God  and  nature  dictate.  YoutJi  is  ever  in  danger  uf 
these  two  extremes. 

X.  But  I  think,  I  may  safely  conclude  thus  ;  though  the 
authority  of  a  teacher  must  not  absolutely  determine  the 
judgment  of  his  pupil,  yet  young  and  inexperienced  learn- 
ers should  pay  all  proper  deference  to  the  instructions  of 
their  parents  and  teachers,  short  of  absolute  submission  to 
their  dictates.  Yet  still  we  must  maintain  this,  tliat  they 
should  never  receive  any  opinion,  whether  conformable  or 
contrary  to  the  tutor's  mind,  without  sufficient  evidence  of 
it,  first  given  to  their  own  reasoning  powers. 

It  is  thought  best  to  omit  the  7th  chapter,  as  it 
would  probably  be  useless  to  most  learners,  and  of  very 
little  advantage  to  any. 


CHAPTER  Viri. 

OF     INQUIRING    INTO     THE     SENSE    AND    MEANING    OF    ANY 

WRITER  OR  SPEAKER,   AND  ESPECIALLY  THE  SENSE  OF 

THE  SACRED  WRITINGS. 

It  is  a  great  tuihappinoss,  that  there  is  such  an  ambiguity 
in  words  and  forms  of  speech,  that  the  same  sentence  may 
be  drawn  inlo  different  significations;  wjiercby  it  comes  to 

VVIiat  deference  should  rhildren  \  Meaninj  n(  pUrasc?    All  e.xpres- 

show    to    prirents     and     teacliersM  sion,  Cfinsistiim  of  ninre  words  llian 

— Meaning' (if  (/c/rrcHcc  ?                        |  one,  so  united  as  to  make  sense. 

Ukrmi-.nkutics.— MerininirofAcr-  j  What  is  tlie   diUVrence   beuveen 

menentici'?    'J'he  art  of  inveslisatin!;  j  pii|)lainin!j  a  |)liraf;e,  and  evpliining 

and  c\plainins;  the  sense  of  words  \  the  words,  ofuliiclia  phr.i>e  con- 

andplirascs.                                             ;  sists  l      In  nianv  phrases,  some  of 

From  what  Creek  word,  is  r/c^-  i  the  wonls  are  o'sed  in  a  verv  pecu- 

tneneutir^  derived .'      Ilernieneno. —  ;  linr  sense,    or   iiiive    scariely    any 

Meaning  ot  hermcneiw7     To  inter-  i  meaning,  so  that   tlie  sense  of  llie 

ptet.                                                       I  piirase    cannot    be   gathered    from 


JB"  OF  KNOVVINU  THE  SE.VSE 

f)as.s,  tliat  it  is  difficult  soniotiracs  for  the  reader  exactly  to 
lit  iij)oii  the  ideas,  wliich  the  writer  or  speaker  ii;ul  in  his 
mind.  Some  of  the  best  rules  to  direct  us  in  this,  are  such 
as  these. 

I.  Be  well  acquainted  witii  the  tongue  itself,  or  language, 
wherein  the  aullior's  mind  is  cxprcst.  Learn  not  only  uie 
true  meaning  of  eacli  v/ord,  hut  tiie  sense,  Avhich  those 
'words  obtain,  when  placed  in  such  a  particular  situation  and 
order.  Acquaint  yourself  with  the  peculiar  power  and 
emphasis  of  the  several  modes  of  speech,  and  tlie  various 
idioms  of  the  tongue.  The  secondary  ideas,  Aviiich  custom 
iias  sui>eraddeu  to  many  words,  should  aJsej  be  known,  as 
well  as  the  particular  and  primary  meaning  of  them,  if  we 
would  understand  any  writer.  See  Logic,  Part  I.  Chap.  4. 
Sec.  3. 

II.  Consider  the  signification  of  those  words  and  phrases, 
more  especially  in  the  same  nation,  or  near  the  same  age, 
in  which  that  writer  lived,  and  in  wliat  sense  they  arc  used 
by  authors  of  the  same  nation,  opinion,  sect,  party,  &,c. 

In  this  way,  we  may  learn  to  interpret  several  phrases  of 
the  New  Testament  out  of  that  version  of  the  Hebrew 
Bible  into  Crook,  which  is  called  the  Septuagint.  For 
though  that  rsion  is  very  imperfect  and  detective  in  many 
things,  yet  it  seems  to  nv^  evident,  that  the  holy  writers  of 
the  New  Testament  made  use  of  that  version  many  times 
in  their  citation  of  texts  out  of  the  Bible. 


knowiiis  the  meaning  of  eacli  word 
sep'iralely. 

t/'iiii  you  give  an  example  1  In 
tlic  plir.ise,  .Vol.  at  nil,  tlie  \\(ir.l  ut 
i.s  used  in  a  pt'ciiliar  scnsa,  nnil  the 
word  nil,  in  ii  sense  contrary  to  its 
usual  moaning. 

Sliciiild  we  »nc.  absurd  and  ridicu- 
lous plir.i!--es'?  We  should  not,  f.x- 
cept  siicli,  ns  are  so  coiiiiiion,  as  to 
remler  it  very  liitriciilt  to  drop  tlieiii. 

How  shall  we  learn  the  iiieaiiinc 
of  phraHes?  Ai  .ve  do  the  lueaiiinu' 
of  words,  at  least,  when  wc  have 
diclionaries,  in  wliicli  phra^eH  nre 
explained. 

W^iat  dors  Watts  represent,  mt  a 
prent  iinliappliiess,  relating  to  Ian- 
giia'je .' 

With  what,  is  it  very  important  to 
be  well  anpiaiiiteil,  in  order  to  learn 
Uie  siinse  ofaii  aiilhcir  1 

What  lang'iiigc  Is  it  most  impor- 
tant to  know,  in  order  to  iindersiaitd 


an  English  book,  that  isiiota  trans- 
lation from  nnoUicr  laiiianse  ? 

In  what,  consists  the  knowledge 
of  a  lan;;uage  1  Principally  in  know- 
ing tlie  meaning  of  words  and 
phrases. 

In  what  else,  does  it  in  some 
measure,  consist  1  In  knowing  the 
ril.itiou,  variation  and  proper  col- 
location of  words  aiiif  phrases. 

What  branch  of  liiernliire  treats  of 
these  siilijecis .''     (iraiiimar. 

Meaning  of  riillm-iition  ? 

Three  principal  iiieUiods  oflearn- 
ing  the  ni(anln<:  of  wortis  1  lly  ob- 
servin:;,  how  they  are  used  in  con- 
versation, how  tiiey  are  used  in 
books,  hotv  they  arc  e.\|!laiiied  in 
dictionaries. 

V\'h  II  oJicr  methods  are  Boinc- 
tiines  uscil  1  .'^liowina  the  olijecla, 
siL'tiilled  by  tin-  worils,  making'  xiglis 
by  motions  ofllie  hands,  liead,  &0. 
and  by  verbal  eTcplanatiuiiH, 


OF   WRITERS  AND   SPEAKERS.  93 

111.  Compare  the  v.'ords  and  [jlirases  in  one  place  of  an 
author,  with  tiie  same  or  kindred  \vord:=  and  jjhrascs,  used  in 
other  pluces-  of  the  same  author  ;  wliich  are  generally  called 
parallel  phices  ;  and  as  one  expression  explains  another, 
which  is  like  it,  so  sometimes  a  contrary  expression  will 
explain  its  contrary.     Remember  always,  tliat  a  writer  best 

What   is  !>    vei"l);il    exiilaiintioii  "J  '  Latin  assist  us  to  know  LiigHsli? 

It  is  lelliii;;,  wliat  a  word  iticans.  |  Aliont  one  ?ixtli  part  uf  oiir  words 

ill   wliiil  way,  does  llie  ciiild  be-  \  are  derived  lioiii  l.atiri. 

gin  to  li-.iiii  liiii   iiieaiiiii;;  of  word;.?  \       Can  v\e  not  kiii-w  lire  meaning  ot 

By  lieariii^'tliciii  ^l^ed,  wjiile  lie  per-  i  tlie.se  words,  williout  l\iiou  ing  ihoir 

ceives  llie  olijects.  |  Latin  origin  ?     V\e  c.-in. 

How  do  liiile  ciiildren  learn  the  i      How  does   tliis  appear?      Many 

meaning o(  u  olds,  \\  lien  llie  ubjecls  {  good  Kngliali  scliolnis  Know  notliiiig 

are  not  pirceiveil  !     Ily  llie  totiuec-  i  of  l.alin  ;  asid  most  of  our  licnva- 

lion,  in  wliirli  the  words  are  used,  \  lives    dilil-r    in    sit;iiilicatii,n    lioiii 

and  by  verbal  explanations.  i  llieir   tbreign  priniilives. — .Meaiimj; 

IJow  do  cbildieii  olten  get  wrong  |  oi iinnnuct  1 

ideas  I'f  u  ordsr     l!y   misjadging  of  !       VVIiat  is  iM;plied  in  supposing  tliat 

tlieconiiPciinn,orby  guessing  wrong,  j  we  rannot  luiow  llie  ineaniiig  ol  a 

V\  lien  should  parents  and  friends  i  word,  willioiil  knowing  i:s  original 

begin  lo  make  it  u  busi'ness  tu  Ieat;i  |  in  aiiollier  language  1     'i  iiat  staice- 

tlie  tliild   uufds!     Almost  as  soon  ;  ly  aiij  person  iviiou  s  one  quailer  of 

as  he  is  born.  |  cur  words,  and  that  ;liose  \\  liitli  are 

How  siioiild  this  be  done,  during  J  not   derived   from  other  languages, 

Jiis  tender  years  1     l!y  showing  liiiii  |  cannot  be  kno«  n. 

multilmles  of  olijerls,  pronouncing  !       What  else  does  it  seem  to  imply .' 

their  i.aiues,  qualities,  fee.  and  fre-  !  That  in   order  lo  Know  a    Latin  or 

quently  asking  liiin,  "  VVliat's  that  ?  I  Uieek    «ord,    we   must   know    its 

What  is  11  good  lor  !     Where  did  it  \  primitive  in  some  other  language, 

come  from  !     Who  made  it  !     How  !       V\  hat  injury  is  sometimes  impart- 

do  you  like  itV&c.  |  ed  lo  a  peison's  stj  le  by  liiskiiowl- 

What  if  the  child   uses  a   word  i  edge   of  l^atin  I      It   is   sometimes 

improperly  1     lie  should  be  kindly  |  rendered  stately,  stift",  pompous  and 

corrected,     and    the    proper    word  I  obscure,  by  the  copious  use  of  liigh 

slioiilil  he  sii^'gesled.  |  soiiiidiug  words. 

Two  special  cautions  in  teaching  !       V\'hat    compositions    in    English 

a  chilli    words?      Not    attempt    to  !  have  probably  been  most  injured  by 

teach   him    those,   that   are   wholly  i  Latin?     termons. 

above  his  comprehension,   nor  too  \       \A  hat   part   of  the  audience  can 

many  in  a  shoil  lime.  {  generally  understand   very   little  of 

What  slio'ild  parents  do,  that  are  I  a«rillen   sermon?     Probably  more 

not  qualitied  to  leach  llitir  children,  i  than  half. 

as  here  recommended  ?     They  must  \       \A'hat  then    is   the  advantage  of 

do  the  best  in  their  power  ;  and  this  i  knowing  the  Latin   origiiials  1      It 

will  enable  them  to  do  better,  and  \  may  give  us  some  general   notion  of 

bettei  coutiiitially.  >  ihe  meaning  of  woids,  render  the 

Why  have  many  parents  scarcely  I  nieaniiis  more  impiessive,  more  per- 

any  talent  to  teach  their  children?  |  nianeiitly   remembered,    and    more 

Because  Ihey  do  not   improve   the  !  easily  recalled  for  use. 

little  talent  ihey  have.  |       With  what  should  we  compare  an 

What  >h'>Mld  parents  teach   chil-  I  nntlnrr's  words  and  phrases,  in  ordei 

dren.  respeciin-rwords,  besides  their  \  to  understand  them  ? 

sisjnificalion  1     Cood  pronunciation,  t       What  are  these  generally  called  ■? 

good  articiiltiiion,  and  all  the  pro-  i       Wbat  does  the  author  say  of  ccn- 

prieties  of  speech.  I  trariesl 

Why    will    some    knowledge   of  |      Who  can  best  interpret  a  writer  / 


!)4  OF  KNOWING  THE  SENSE 

interprets  himself;  and  as  Ave  believe  the  Holy  Spirit  to 
be  tlie  supreme  a;:rent  in  the  writings  of  the  Old  Testament 
and  tlie  New,  he  can  best  exphiin  liimself.  Hence,  that 
theological  rule  arises,  tliat  "Scripture  is  the  best  inter- 
preter of  scripture  ;"  and  therefore  concordances,  which 
shew  its  parallel  places,  are  of  excellent  use  for  interpreta- 
tion. 

Note  V,  by  the  Editor. 

[Concordnnr.e. —  It  is  deeply  to  be  lamented,  that  this  ad- 
mirable help  for  understanding  and  impressing  Scripture, 
is  so  little  used.  It  lias  been  stated  by  some  one,  that  "  the 
Poor  Man's  Library"  should  always  contain  at  least  three 
volumes,  the  Bible,  Psalm  l^ook  and  Concordance.  Surely 
these  three  ought  to  be  tlie  inmates  of  every  dwelling  of 
man.  It  is  exceedinglv  useful  in  finding  parallel  passages, 
in  fixing  the  scriptural  meaning  of  words,  and  in  tinding 
particular  passages,  that  we  may  wish  to  use  in  meditation 
or  otherwise.  The  best  works  of  this  kind  in  our  language, 
are  unquestionably  Cruden's  and  Rutterworth's.  Taylor's 
niid  Brown's  are  too  snvill  and  imperfect,  to  answer  the  pur- 
pose in  any  considcralile  degree.  Gaston's  Collection  of 
Scri|)ture  passages  is  a  most  valuable  work,  calculated  to 
answer  the  same  purpose  in  some  respects,  as  a  concord- 
ance. In  this  Collection,  the  Scriptures  arc  principally 
inserted  at  large  ;  and  it  is  excellent  indeed  for  those,  who 
wish  to  see  in  a  few  moments,  what  the  Scriptures  say  of 
almost  any  sacred  subject,  that  may  occur  to  mind  ;  which, 
as  the  work  lias  an  excellent  index,  they  can  easily  find. 
Butterworth's  concordance,  on  account  of  its  cheapness, 
will  probably  be  preferred  by  most  persons,  to  Cruden's.] 

IV.  Consider  tlie  subject,  of  which  the  author  is  treat- 
ing, and  by  comparing  oilier  jihces,  where  he  treats  oftlio 
same  suhject,  you  may  learn  his  sense  in  the  place,  which 
you  are  reading,  though  some  of  the  terms,  which  lie  uses 
m  tlioso  two  places,  may  be  very  different. 

And  on  the  other  hand,  if  the  n'lthor  uses  the  snmo 
words,  where  the  subject  of  which  he  treats  is  not  just  the 
same,  you  cannot  learn  his  sense  by  comparing  tliose  two 


llpjl  iiilrrprpifr  (if  •rri|iliiiT  ?  j       WInl  is  n  ri)iirot:lniice1 

McTiiitiff  iif /ii/cr/irrf  ?  I       Wliiwr  nrc  llie  hcMt  I 

\\'lnl   linnli   ili'pj   Ic  nicnllon,  n<i  J       Two  (illi(>r  tilings,  iii03tlin|>ortanl 
vtty  UHcrul  in  riiuliM;,'  pnnillelsl         |  to  lie  coiiniitered  .' 


OF   WRITERS  OR  SPEAKERS.  05 

places,  tboagli  the  more  words  mav  seem  to  afjrce.  For 
some  authors,  when  tliey  are  treatin^^  of  a  quite  different 
subject,  may  use  perhaps  the  same  words  in  a  very  difier- 
cnt  sense,  as  Paul  does  tlie  words  faith  and  law  anti  righte- 
ousness. 

V.  Observo  the  scope  and  design  of  the  writer  ;  inquire 
into  his  aim  and  end  in  that  hook  or  section  or  paragraph, 
which  will  help  to  explain  particular  sentences  ;  for  we 
suppose  a  wise  and  judicious  writer  directs  his  expressions 
generally  toward  his  designed  end. 

VI.  When  an  author  speaks  of  any  subject  occasionally, 
let  his  sense  be  explained  by  those  places,  wlicre  ho  treats 
of  it  distinctly  and  professedly. — Where  he  treats  of  any 
subject  in  mystical  or  metaphorical  terms,  explain  them  by 
other  places,  where  he  treats  of  the  same  subject  in  terms 
that  are  plain  and  literal. — Wliere  he  speaks  in  an  oratori- 
cal, affecting  or  persuasive  way,  let  tiiis  be  explained  by 
other  pkices,  where  he  treats  of' the  same  theme  in  a  doc- 
trinal or  instructive  way. — Where  the  autlior  speaks  more 
strictly,  and  particularly  on  any  theme,  it  will  explain  the 
more  loose  and  general  expressions. —  Where  he  treats 
more  largely,  it  will  explain  the  shorter  hints  and  brief  in- 
timations ;  and  wheresover  he  writes  more  obscurely^  search 
out  some  more  perspicuous  passages  in  the  same  writer,  by 
which  to  determine  the  sense  of  that  obscurer  language. 

VII.  Consider  not  only  tiie  person,  who  is  introduced 
speaking,  but  the  persons,  to  whom  the  speech  is  directed, 
the  circumstances  of  time  and  place,  the  temper  and  spirit 
of  the  speaker,  as  well  as  tlie  temper  and  spirit  of  the  hear- 
ers; In  order  to  interpret  scripture  well,  there  needs  a 
good  acquaintance  with  the  Jewish  customs,  some  knowl- 
edge of  the  ancient  Roman  and  Greek  times  and  manners, 
which  sometimes  strike  a  strange  and  surprising  light  upon 
passafjes,  which  before  were  very  obscure. 

VIII.  In  particular  propositions,  the  sense  of  an  author 
may  bo  sometimes  known  by  the  inferences,  which  he 
draws  from  them ;  and  all  those  senses  may  be  excluded, 
which  will  not  allow  of  that  inference. 

IIow  shall  an  author  he  explain-  j  What  customs  shoiihl  we.  know, 

ed,  whiMi  he  treats  of  a  subject  oc-  !  in  order  to  iindorstaiid  scriiitnre  .' 

casionally  ? — MiKtaphorically .' — very  i  Mow  .-hall  wu  ^ajii  an  aci|iiaint- 

brie.ily  1  —  ohs^ciirely  1 — .Meanlnj;  (if!  ance    with    tlie,-'e.''  .  Ey     studying 

mctapliirrl — u{ br'fn                              j  Srripture  lii^lory,  .lahn's  .Arrheolfv 

In  onler  to  understand  a  speech,  I  sv  1       nnnvn's    Dicllnnary    of   the 

what  sliould  we   particularly   con-  |  Hilile,  Ah-vairler's,  Malroin's,  tc. 

siderl                                                     j,  Kcnsark  upon  iiifeiericesi 


90  OF  WRITERS  OR  SPEAKERS.. 

JVofe,  This  rule  indeed  is  not  always  certain  in  reading 
and  interpreting-  'human  autliors  :  because  they  may  mis- 
take in  drawing  tlieir  inferences  ;  but  in  explaniing  scrip- 
ture, it  is  a  sure  rule  ;  for  the  sacred  and  inspired  writers 
always  make  jii.<t  inferences  from  their  own  propositions. 
Yet  even  in  them,  we  nnist  take  heed,  tiiat  we  do  not  mis- 
take an  nllusion  for  an  inference  ;  which  is  many  times  in- 
troduced almost  in  tlie  same  maimer. 

IX.  If  it  be  a  matter  of  controversy,  the  true  sense  of 
the  autlior  is  sometimes  known  by  tlie  objections,  that  are 
brought  against  it.  So  we  may  be  well  assured,  the  apos- 
tle speaks  against  our  justification  in  the  sight  of  (Jod,  by 
our  oun  works  of  holiness,  in  the  3d,  4th  and  5th  chapters 
of  the  Epistle  to  the  Romans,  because  of  the  objection 
brought  against  him  in  the  beginning  of  the  Gth  chapter, 
namely,  What  sliall  we  say  tlien  ?  Shall  we  continue  in 
sin  thiit  grace  may  abound  ?  which  objection  could  never 
have  been  raised,  if  he  had  been  proving  our  justilication  by 
our  own  works  of  rio:]iteousness. 

X.  In  matters  of  dispute,  take  heed  o-f  warping  the  sense 
of  the  writer  to  your  own  opinion,  by  any  latent  prejudices 
of  self-love  and  ii  party  spirit.  It  is  this  reigning  principle 
of  prejtulices  and  party,  that  has  given  such  a  variety  of 
senses  both  to  tiie  sacred  writers  and  others,  which  would 
never  ha\  e  come  into  the  mind  of  tlie  reader)  if  he  had  not 
labored  undor  some  such  prepossessions. 

Xf.  For  the  same  reason,  take  heed  of  the  prejudices  of 
passion,  malice,  envy,  pride  or  opposition  to  an  author, 
whereby  you  may  be  easily  tempteu  to  put  a  false  and  in- 
vidious sense  upon  his  words.  Lay  aside  therefore  a  carp- 
ing spirit,  and  rtfad  even  an  adversary  with  attention  and 
diligence,  with  an  honest  design  to  find  out  his  true  moan- 
ing. Do  not  snatch  at  little  lapses  and  appearances  of  mis- 
take, in  opposition  to  his  declared  aiul  avowed  meaning; 
nor  impute  any  sense  or  opinion  to  him,  which  he  denies  to 
be  liis  opinion,  unless  it  be  proved  by  the  most  plain  and 
express  language. 

Lastly,  Remember  that  you  treat  every  author,  writer, 

Why  IK  mil  llii.'<  a  reil.iir\  rule  in  j  'J'o  what  wriliiips,  does  this  more 

relalioii  til  hitman  niilhorsl  }  partiriilaily  iipjily '! 

With  rcc-irit   In  what  \vril.inf!M,  la  i  \\'li:il    liniik     has    prohalily   Uefn 

II  a  crrlniii  riili- 1 — V\'hy1  i  mine  iiiisiirnlcrstmul,  than  any  otiier? 

l?y  whnt  Ki'cilal  means,  may  we  j  \\'\l\\  w  lial  JKinesl  <lesl|;M,  kIiouM 

SoniflhiieK  iiiiilerjitanil  lunlrovcrHiiil  |  we  irail  every  niilJKir.' 

wriiint.'!)  1  {  ('ulilen  rule  fur  the  Ircutincnt  of 

What  Hperfal  rantion  lines  he  cive  j  antliiprs 'I 

in  malterH  iiCiuntriiverny  1  ' 


OF    CONVERSATION.  97 

or  speaker,  just  as  you  yourselves  would  be  willing  to  be 
treated  by  others,  who'  are  searching  out  the  meaning  of 
what  you  write  or  speali ;  and  maintain  upon  your  spirit,  an 
awful  sense  of  the  presence  of  God,  wjjo  is  the  judge  of 
iiearts,  and  will  punish  thoFC  who  by  a  base  and  dislionest 
turn  of  mind  wilfully  pervert  tlic  meaning  of  the  sacred 
writers,  or  even  of  common  authors,  under  the  influence  of 
culpable  prejudices.  See  more.  Logic,  Part  I.  Chap.  (>. 
Sec.  3.    Directions  concerning  the  Definition  of  Names. 


CHAPTER    IX. 


RULES  OF  IMPROVEMENT  BY  CONVERSATION. 

I.  If  we  would  improve  our  minds  by  conversation,  it  is 
a  great  happiness  to  be  acquainted  with  persons  wiser  than 
ourselves.  It  is  a  piece  of  useful  advice,  therefore,  to  get 
the  favor  of  their  conversation  frequently,  as  far  as  circum- 
stances will  allow  ;  and  if  they  happen  to  be  a  little  reserved, 
use  all  obliging  methods  to  draw  out  of  them,  what  may 
increase  your  own  knowledge. 

II.  Whatsoever  company  yon  are  in,  waste  not  the  time 
in  trifling  and  impertinence.  If  you  spend  some  hours 
among  children,  talk  with  them  according  to  their  capaci- 
ty ;  mark  the  young  buddings  of  inf\mt  reason  ;  observe  the 
different  motions  and  distinct  workings  of  the  animal  and 
the  mind,  as  far  you  can  discern  them  ;  take  notice,  by  what 
degrees,  the  little  creature  grows  up  to  the  use  of  his  rea- 
soning powers,  and  what  eai-ly  prejudices  beset  and  endan- 
ger his  understanding.  By  tins  means,  you  will  learn  how 
to  address  yourself  to  children  for  their  benefit,  and  perhaps 
you  may  derive  some  useful  philosophemes  or  theorems, 
for  your  own  entertainment. 

III.  If  you  happen  to  be  in  company  with  a  merchant  or 
a  sailor,  a  farmer  or  a  mechanic,  a  milk  maid  or  a  spinster, 
lead  them  into  a  discourse  of  the  matters  of  their  own  pecu- 

Of  whose   presence,    should  we  S  time  in  trifles  ? 
maintain  an  awful  sense  ■?                   *,      How  sliould  we  talk  with  chil- 

Wilh  what  kind  of  character?    is  |  dreni 
it  desirable  to  be  acquainted  1             |      What  should  we  mark  in  them  1 

What  if  they  are  reserved  ?  J      Ou   what,    should    we    converse 

In  what  situation,  should  we  par-  |  with  men  of  particular  professions  ? 
ticularly  guard  against  spending  our  I 

«J 


d8  OK    CONVERSATION, 

liar  province  or  profession  ;  for  every  one  knows,  or  shouhl 
know,  liis  own  business  best.  In  this  sense,  a  common 
mechanic  is  wiser  than  a  philosopher.  By  this  means,  you 
may  gain  some  improvement  in  knowledge  from  every  one 
you  meet. 

IV.  Confine  not  yourself  always  to  one  sort  of  company, 
or  to  persons  cf  the  same  party  or  opniion,  either  in  matters 
of  learnin{?,  religion  or  the  civil  life,  lest  if  you  should  hap- 
pen to  be  nursed  up  or  educated  in  early  mistake,  you 
should  be  confirmed  and  established  in  the  same  mistake, 
by  conversing  only  with  persons  of  the  same  sentiments. 
A  free  and  general  conversation  with  men  of  very  various 
countries  and  of  different  parties,  opinions  and  practices,  so 
far  as.it  may  be  done  safely,  is  of  excellent  use  to  unde- 
ceive us  in  many  wrong  judgments,  which  we  may  liave 
framed,  and  to  lead  us  into  luster  thouj^hts.  It  is  said, 
when  the  Kingof  Siam  first  conversed  witli  some  European 
merchants,  who  sought  the  favor  of  trading  on  his  coast, 
he  enquired  of  them'somc  of  the  common  appearances  of 
summer  and  winter  in  their  country ;  and  when  they 
told  him  of  water  growing  so  hard  in  their  rivers,  that 
men  and  liorses  and  laden  carriages  passed  over  it,  and 
that  rain  sometimes  fell  down  as  white  and  light  as  feath- 
ers, and  sometimes  almost  as  liard  as  stones,  he  would 
not  believe  a  syllable  they  said  ;  for  \c6,  snow  and  hail, 
were  names  and  things  utterly  unknown  to  liim,  and  to  his 
subjects  in  that  hot  climate. — He  renounced  all  traffic  with 
such  shameful  liars,  and  would  not  suffer  them  to  trade  witli 
his  people.     Sec  here  the  natural  efl'ects  of  gross  ignorance. 

Conversation  with  foreigners  on  various  occasions,  lias 
a  happy  influence  to  enlarge  our  minds,  and  to  set  them 
free  from  many  errors  and  gross  prejudices,  we  are  ready 
to  imbibe  concerning  them.  Domicillus  has  never  travel- 
led five  miles  from  his  mother's  chimney  •,  and  h(!  imagines 
all  outlandish  rnen  are  Papishes,  and  worshij)  nothing  but 
a  cros.s.  Tityrus  the  shepherd,  was  bred  up  all  his  fife  in 
the  country,  and  never  saw  Home.  He  fancied  it  to  be 
only  a  liuge  vilhige,  and  was  Iherefore  infinitely  surprised 
to  nnd  sucli  palaces,  such  streets,  such  glittering  trejisures 

From   wliotn,   iiiny  we  gnin  iii\-  (       From  wli.il  evil,  will  conversalion 

proveniPiit?  j  willi  IdrciciuTR  t)o  likely  to  free  us? 

Why   slioiilcl    wo  rdiivcrso   with  j       WImt  (ii<l  'J'iiynis  fancy  Rome  to 

various  nssorialcH  ?    'J'o  iivoid  mis-  j  he? 

takcx,  and  to  pain  more  acquaint-  j       How  was  he  ajrected,  when   ho 

ance  with  liumaii  nature.  .  |  saw  it') 

What  of  the  king  of  Siam  >  \ 


AiND  OK  rROIITUNG  BY  IT.  99 

and  gay  magnificence,  as  his  first  journey  to  the  city  shewed 
him,  and  with  wonder  he  confesses  iiis  t'olly  and  mistake. 

Conversation  would  have  given  Tityrus  a  better  notion 
of  Rome,  thouf-ii  he  had  never  happened  to  travel  thither. 

V.  In  mixed  company  among  acquaintance  and  stran- 

fers,  endeavor  to  learn  somethmg  from  all.  Be  swift  to 
ear  ;  but  be  cautious  of  your  tongue,  lest  you  betray  your 
ignorance,  and  perhaps  offend  some  of  those  who  are  pre- 
sent. The  scripture  severely  censures  those,  who  speak 
evil  of  the  things  they  know  not.  Acquaint  yourself,  there- 
fore, somotimps  v.-ith  j)ersons  and  jiiirties,  v.hicli  are  far  dis- 
tant from  your  conmion  life  and  customs.  This  is  a  way, 
whereby  you  may  form  a  wiser  opinion  of  men  and  things. 
Prove  all  things,  and  hold  fast  that  which  is  good,  ist  divine 
rule,  and  it  comes  from  the  Father  of  light  and  truth.  But 
young  persons  should  practise  it  indeed  with  due  limitation 
and  under  the  eye  of  their  elders. 

VI.  Be  not  IVightcd  nor  provoked  at  opinions  different 
from  your  own.  ^om'e  persons  are  so  confident,  they  are 
in  the  right,  that  they  will  not  come  within  the  hearing  of 
any  notions  but  their  own.  They  canton  out  to  theitiselves, 
a  little  province  in  the  intellectual  Avorld,  where  they  fancy, 
the  light  shines,  and  all  the  rest  is  darkness.  They  never 
venture  into  the  ocean  of  knov/ledge,  nor  survey  the  riches 
of  otlier  minds,  winch  are  as  solid  and  as  useful,  and  per- 
haps are  finer  gold,  than  what  they  ever  possessed.  Let 
not  men  imagine,  there  is  no  certain  trutli  but  in  the  sci- 
ences which  they  study,  and  among  that  party,  in  ^vhich 
they  M-ere  born  and  educated. 

VII.  Believe,  that  it  is  possible  to  learn  something  from ^ 
persons  much  below  yourself.  We  are  all  short-sighted 
creatures.  Our  views  are  also  narrow  and  limited.  We 
often  see  but  one  side  of  a  matter,  and  do  not  extend'  our 
sight  far  and  wide  enough,  to  reach  every  thing  that  has  a 
connexion  with  the  thing  wn  talk  of.  We  see  out  in  part, 
and  know  but  in  part.  Therefore,  it  is  no  wonder,  we  form 
not  right  conclusions  ;  because  we  do  not  survey  the  whole 
of  any  subject  or  argument.  Even  the  proudest  admirer 
of  his  own  parts,  mignt.find  it  useful  to  consult  with  others, 
though  of  inferior  capacity  and  penetration.     We  have  a 

In  what  kind  of  company,  should  !      To  what,    should   we   be  swift, 
we  he  pnrlirularly  rautiousofspeak-  J  when  in  company  .'—slow  1 
in?'? — Why!  i      At  what  opinions,  should  we  not 

Of  what  tliinfrs.  should  we  never  |  he  frij^htened  or  provoked  ?  Mean- 
speak  unfavorably  .'  I  ingof  cauttffji? 


100  OF    CONVERSATION, 

different  prospect  of  the  same  thinjj,  if  I  may  so  speak,  ac- 
cording to  the  different  position  of  our  understandings  to- 
wards it.  A  weaker  man  may  sometimes  light  on  notions, 
which  have  escaped  a  wiser,  and  which  the  wiser  man 
might  make  a  happy  use  of,  if  he  would  condescend  to  take 
notice  of  them. 

VIII.  It  is  of  considerable  advantage,  when  we  are  pur- 
suing any  difficult  point  of  knowledge,  to  have  a  society  of 
ingenious  correspondents  at  hand,  to  whom  we  may  pro- 
pose it ;  for  every  man  lias  sometliing  of  a  different  genius, 
and  a  various  turn  of  mind,  whereby  the  subject  proposed 
will  be  shown  in  all  its  lights,  rc])roscnted  in  all  its  forms, 
and  every  side  of  it  turned  to  view,  that  a  juster  judgment 
may  He  framed. 

IX.  To  make  conversation  more  valuable  and  useful, 
whether  it  bo  in  a  designed  or  accidental  visit;  among  per- 
sons of  the  same  or  of  different  sexes,  arter  the  necessary 
salutations  are  finislied,  and  the  stream  of  common  talk 
begins  to  hesitate,  or  runs  flat  and  low,  let  some  one  per- 
son take  a  book,  which  may  be  agreeable  to  the  whole  com- 
pany,* and  by  common  consent,  let  him  read  in  it  ten  lines, 
or  a  paragraph  or  two,  or  a  few  pages,  till  some  word  or 
sentence  gives  an  occasion  for  any  of  tlie  company  to  offer 
a  thouglit  or  two,  relating  to  that  subject.  Interruption  of 
the  reader  sitould  be  no  blame  ;  for  conversation  is  tiie  busi- 
ness ;  whether  it  be  to  confirm  what  the  author  says,  or  to 
improve  it ;  to  enlarge  upon  or  to  correct  it ;  to  obi(?ct 
against  it,  tir  to  ask  any  question  tliat  is  a-kin  to  it ;  and  let 
every  one  that  pleases  add  his  opinion,  and  promote  the 
conversation.  When  the  discourse  sinks  again,  or  diverts 
to  trifles,  let  him  that  reads  pursue  the  page,  and  read  on 
further  paragraplis  or  pages,  till  some  occasion  is  given  by 
a  word  or  sentence,  for  a  now  discourse  to  be  started,  and 
that  with  the  utmost  ease  and  freedom.  Such  a  method  as 
this  would  prevent  the  hours  of  a  visit  from  running  all  to 
waste  ;  and  by  this  means,  even  among  scliolars,  they  will 
seldom  find  occasion  for  that  too  just  and  bitter  reflection, 
"  I  have  lost  my  time  in  the  company  of  the  learned." 

Why  mny  we    leBrn  sometliing  i      Why  Is  not  this  uncivil  ? 

from  Inff-rlorH.'  j      When  should  the  rending  recom- 

Why   is  il   ilpijr.TMp  to  ronvrrse  \  nicnre  1 

with  others  ii(mn  (lidiriill  poitilai' •  j      AVhat  evil  mny  tlilA  method  pre 

How  loav  time  he  pmfiliihly  spent,  j  vent  1 

when  ronvers:iilon  (liTlineH  1  I       What   hitter  reflection    might    It 

When  may  any  one  interrupt  the  j  prevent  among  scholars  i' 

reader  1  i 


AND  OF  PROFITING  BT  IT.  101 

By  such  practice  as  this,  young  ladies  may  very  honora- 
bly and  agreeably,  improve  their  hours.  While  one  applies 
herself  to  reading,  the  others  may  employ  their  attention, 
among  the  various  artifices  of  the  needle.  But  let  all  of 
them  make  their  occasional  remarks  or  inquiries.  This  will 
guard  a  great  deal  of  that  precious  time  from  modish  trifling 
impertinence  or  scandal,  which  might  otherwise  afford  mat- 
ter for  painful  repentance. 

Observe  this  rule  in  genera]  ;  whensoever  it  lies  in  your 
power  to  lead  the  conversation,  let  it  be  directed  to  some 
profitable  point  of  knowledge  or  practice,  so  far,  as  may  be 
done  with  decency  ;  and  let  not  tiie  discourse  and  the  hours 
be  suflxjrcd  to  run  loose  without  aim  or  design  ;  and  when 
a  subject  is  started,  pass  not  hastily  to  another,  before  you 
have  brought  the  present  theme  or  discourse  to  some  tol- 
erable issue  ;  or  there  be  a  joint  consent  to  drop  it. 

X.  Attend  v/ith  sincere  diligence,  vvhile  any  one  of  the 
company  is  declaring  his  sense  of  the  question  proposed. 
Hear  the  argument  with  patience,  though  it  differ  ever  so 
much  from  your  sentiments  ;  for  vou  yourself  are  very  de- 
sirous to  be  heard  with  patience  ty  others  who  differ  from 
you.  Let  not  your  thoughts  be  active  and  busy  all  tlie 
while,  to  find  out  something  to  contradict,  and  by  what 
means  to  oppose  the  speaker,  especially  in  matters  wliich 
are  not  brought  to  an  issue.  Tliis  is  a  frequent  and  un- 
happy temper  and  practice.  You  should  rather  be  intent 
and  solicitous  to  take  up  tlie  mind  and  meaning  of  the 
speaker,  zealous  to  seize  and  approve  all  tliat  is  true  in  his 
discourse  ;  nor  yet  should  you  want  courage  to  oppose 
where  it  is  necessary  ;  but  let  your  modesty  and  patience, 
and  a  friendly  temper, , be  as  conspicuous  as  your  zeal. 

XI.  When  a  man  speaks  witii  much  freedom  and  ease, 
and  gives  his  opinion  in  the  plainest  lansruage  of  common 
sense,  do  not  presently  imagine  you  shall  ga^in  nothing  by 
his  company.     Sometimes  you  will  find  a  person,  Avho  in 

How    may    this   method    be    iin-   i  lead,  when  duty  requires, 

proved  by  ;i  circle  of  ladies  1                |  .Second  1     Never  engross  conver- 

To   what,   -ihould   we   direct  the  i  sation,  wlien  others  should  speak, 
conversation,  when  we  can  take  the  |  Third.'      Always   keep  the   con- 
lead  1                                                     i  versation  upon  some  profitable  sub- 
How   shall   we   decide,   whether  j  ject. 
we  oujilit  to  take  the  lead  in  cun-  !  \Vhat  does  Watts  say  with  regard 
versation  1     By  considering  our  age,  |  to  changing  subjects  1 
qualifications  and  circumstances.        I  In   what  manner,  should  we  hear 

First  of  ;i   L'reat   rules   for  those,  i  the  remarks  of  others  1 

who  are  qiialifierl   to  lead   in  con-  \  What  should  we  do,  rather  than 

versation  1    lie.  willing  to  take  the  !  find  out  something  to  contradict  1 
{)# 


im 


OF    CONVERSATION, 


his  conversation  or  his  writings,  delivers  Iiis  thoughts  in  so 
plain,  so  easy,  so  familiar  and  perspicuous  a  manner,  that 
you  both  understand  and  assent  to  every  thing  he  says, 
as  fast  as  you  read  or  hear  it.  Hereupon  some  hearers  have 
been  ready  to  conclude  in  haste,  "Surely  this  man  says 
none  but  common  things.  I  knew  as  much  before,  or  I 
could  have  said  all  this  myself."  This  is  a  frequent  mis- 
take. Pellucido  was  a  very  great  genius.  When  he  spoke 
in  the  senate,  he  was  wont  to  convey  his  ideas  in  so  simple 
and  happy  a  manner,  as  to  instruct  and  convince  every 
hearer,  and  to  inforce  the  conviction  through  the  whole 
illustrious  assi^mbly  ;  and  that,  with  so  much  evidence,  that 
you  would  have  been  ready  to  wonder,  that  every  one  who 
spoke  had  not  said  the  same  things.  But  Pellucido  was  the 
only  man  that  could  do  it,  the  only  speaker  who  had  attain- 
ed this  art  and  honor. 

XII.  If  any  thing  seems  dark  in  the  discourse  of  your 
companion,  so  that  you  have  not  a  clear  idea  of  what  is 
spoken,  endeavor  to  obtain  a  clearer  conception  of  it  by  a 
decent  manner  of  inquiry.  Do  not  charge  the  speaker  with 
obscurity,  either  in  his  sense  or  his  words  ;  but  intreat  his 
favor  to  relieve  your  own  want  of  penetration,  or  to  add  an 
enlightening  word  or  two,  tliat  you  may  take  up  his  whole 
meaning. 

If  difficulties  arise  ni  your  mind,  and  constrain  your  dis- 
sent to  the  tilings  spoken,  represent  what  objections  some 
persons  would  be  ready  to  make  against  the  sentiments  of 
the  spoakor,  witliout  telling  him,  you  oppose.  This  man- 
ner of  address  carries  something  more  modest  and  obliging 
in  it,  than  to  appear  to  raise  objections  of  your  own,  by.way 
of  contradiction  to  him  that  spoke. 

XIII.  When  you  are  forced  to  differ  from  him,  who  de- 
livers his  sense  on  any  point,  yet  agree  as  far  as  you  can, 
and  represent  how  far  you  a^rce  ;  and  if  there  bo  any  room 
for  it,  explain  the  words  of  ftio  speaker  in  a  sense,  to  which 

f'ou  can  in  genepai  assent,  and  so  agree  with  him  ;  or  at 
east,  by  a  small  addition  or  alteration  of  liis  sentiments, 
shev.'  your  own  sense  of  things.     It  is  the  practice  and  dc- 


In  wh.-it  innniK-r,  did  Pellucido 
spcnk  In  the  sfiniitc  ? 

VVilh  wlinl  elivm 

Al  wliiil,  woiilfl  the  lieiirciH  !»■ 
rendy  to  wonder  1 

Wlio  eUe  could  Bpenk  like  I*el- 
liicido  1 

VVIial  irtlie  speaker's  reinarRgarc 


olisciite  ? 

With  wlint,  Rhould  we  not  charge 
an  ohsriirp  speiikurl 

What  if  yon  dissent  Troni  him? 

H(<iicHt  of  this  inaniipr  of  address  ! 

When  you  are  furred  to  difler 
Ironi  Iho  speaker,  in  what  manner 
should  you  express  the  dilTcrencol 


AND  OF  PROFITING  BY  IT.  103 

light  of  a  candid  liearer,  to  make  it  appear,  how  unwilling 
1:0  is  to  differ  from  him  that  speaks.  Let  the  speaker  know, 
that  it  is  nothing  but  truth  constrains  you  to  oppose  him  ; 
and  let  the  difference  be  always  exprest  in  few  and  civil 
and  chosen  words,  such  as  give  the  least  offence.  And  be 
careful  alw;iy3  to  take  Solomon's  rule  with  you,  and  let 
your  correspondent  fairly  finish  Ids  speech  before  you  re- 
ply :  for  he  tliat  answerelh  a  matter,  before  lie  heareth  it,  it 
is  folly  and  shame  unto  him.  Prov.  18  :  1.']. 

A  little  watchfulness,  care  and  practice  in  younger  life, 
will  render  all  these  tilings  more  easy,  familiar,  and  natural 
to  you,  and  will  grow  into  habit.       ' 

XIV,  As  you  should  carry  about  with  you  a  constant  and 
sincere  sense  of  your  own  ignorance,  so  you  should  not  be 
afraid  nor  ashamed  to  confess  this  ignorance,  by  taking  all 
proper  opportunities  to  inquire  for  farther  information ; 
whether  it  be  the  meaning  of  a  word,  the  nature  of  a  thing, 
the  reason  of  a  proposition,  the  custom  of  a  nation,  &.c. 
Never  remain  in  ignorance  for  want  of  aslang. 

Many  a  person  had  arrived  at  some  considerable  degree 
of  knowledge,  if  he  had  not  been  full  of  self-conc,eit,  and 
imagined,  that  he  had  known  enough  already,  or  else  was 
ashamed  to  let  others  know,  that  he  was  unacquainted  with 
it.  God  and  man  are  ready  to  teach  the  meek,  the  humble 
and  the  ignorant;  but  he  that  fancies  himself  to  know  any 
particular  subject  well,  or  that  will  not  venture  to  ask  a 
question  about  it,  such  a  one  will  not  put  lijmself  into  the 
way  of  improvement,  by  inquiry  and  diligence.  A  fool  may 
be  wiser  in  his  own  conceit,  than  seven  men  who  can  ren- 
der a  reason  ;  and  sucli  a  one  is  very  likely  to  be  an  ever- 
lasting fool ;  and  perhaps  also  it  is  a  silly  shame,  v.'hic]i  ren- 
ders his  folly  incurable. 

XV.  Be  not  too  forward,  especially  in  the  younger  part 
of  life,  to  determine  any  question  in  company,  with  an  in- 
fallible and  peremptory  sentence,  nor  speak  with  assuming- 
airs,  and  a  decisive  tone  of  voice.  A  youn^  rrian  in  the 
presence  of  his  elders,  should  rather  hear  and  attend,  and 

Why    should   we   wait,    till    the  |  to  instruct  7 

speaker  has  finished  his  remark,  be-  |      Who  is  wiser  in  his  own  conceit, 

fore  we  reiily  to  it  1  \  than  7  men,  that  oau  render  a  roa- 

For  want  of    what,    should   we  }  son  1 

never  remain  in  ignurancH  1  |      Who    should     Kspeciaily     guard 

Why  are  some  asliamej  to  ask  r  aaalnst  forwardness- in  deciding  a 

questions  1  |  question  ? 

EftVct   of   self  conceit  upon    im-  1      How  should  a  young  man   gen 

(vrovfiMont  in  knowleJue  "!  |  erally  conduct  in  tlie  presence  of  hia 

Whom  are  God  anil  man  willing  !  elders  1 


104  OF    CONVERSATION, 

weigh  the  arguments,  which  are  brought  for  the  proof  or 
refutation  of  any  doubtful  proposition.  When  it  is  your 
turn  to  speak,  propose  your  thougiits  rather  in  way  of 
inquiry.  By  this  means  your  mind  will  be  Icept  in  a  titter 
temper  to  receive  truth,  and  you  will  be  mere  ready  to  cor- 
rect and  improve  your  own  sentiments,  where  you  Jiave  not 
been  too  positive  in  affirming  them.  But  if  you  have  mag- 
isterially decided  the  point,  you  will  find  a  secret  unwilling- 
ness to  retract,  though  you  should  feel  an  inward  convic- 
tion, tliat  you  were  in  the  wrong. 

XVI.  It  is  granted,  indeed,  that  a  season  may  liappen, 
when  some  bofd  pretender  to  science  may  assume  haughty 
and  positive  airs  to  assert  and  vindicate  a  gross  and  dan- 
gerous error,  or  to  denounce  and  vilify  some  very  impor- 
tant truth  ;  and  if  he  lias  a  popular  talent  of  tallcmg, 
and  there  be  no  remonstrance  made  against  him,  the  com- 
pany may  be  tempted  too  Cvasily  to  give  their  assent  to  the 
impudence  and  infallibility  of-tlie  presumer.  They  may 
imagine,  a  proposition  so  much  vilified  can  never  be  true, 
and  that  a  doctrine,  whicli  is  so  boldly  censured  and  de- 
nounced, can  never  be  defended.  Weak  minds  are  too 
ready  to  persuade  themselves,  tliat  a  man  v/ould  never  talk 
with  so  much  assurance,  unless  lie  were  certainly  in  the 
right,  and  could  well  uriintain  and  prove  what  he  said.  By 
this  means,  truth  itself  is  in  danger  of  being  betrayed  or 
lost,  if  there  be  no  opposition  made  to  such  a  pretending 
talker. 

Now  in  such  a  case,  even  a  wise  and  a  modest  man  may 
assume  airs  too,  and  repel  insolence  witli  its  own  weapons. 
There  is  a  time,  as  Solomon  tlie  wisest  of  men  teaches  us, 
when  a  fool  should  be  answered  according  to  ills  folly,  lest 
he  be  wise  in  his  own  conceit,  and  lest  otliers  too  easily 
yield  up  their  faith  and  reason  to  Ids  imperious  dict!it'>s. 
Courage  and  positiveness  are  never  more  necessary  than 
on  such  an  oce-isiou.  I'ut  it  is  good  to  join  some  argument 
with  them,  of  real  and  convincing  force  ;  and  let  it  be 
stroiifrly  pronounced  too. 

Wlien  such  a  resistance  is  made,  you  will  find  some  of 

In  what  iiinnnrr,  mIkiiiIiI  he  pro-  t       With  wliat,   may  we  fioiiw'tiitiRM 

po»e  hiH  llioiiphtfl  1  — Why  ?  |  roprl  th'?  insi>U>nre  orwiirli  a  iiiaii  1 

What  if  he  (Inrliles  a  piihil  willi  i  What  ratition  .«hiiiil(l  wo  unc  in 
great  coiillilcnre,  and  i;<  at^urwaids      niirli   a  rase  ?     Not   tlitis  t(i  oppose, 


convinced  of  hi!i  crnirl 

Wliat  arc  weak  minds  ready  to 
conclude  ronrerniiiK  n  man  wllo 
talka  will)  |;roal  assurance  1 


iiidess  we  are  very  nun:  to  coiupier. 
Of  what,  is  tliere  danger  in  such 
a  rase  ?     rtirlous  debute. 


AKD  OF  PROFITING  BY  IT.  JOS 

these  bold  talkers  will  draw  in  their  horns,  wlien  their 
fierce  and  feeble  pushes  against  truth  and  reason  are  repel- 
led with  pushing  and  confidence.  It  is  a  pity  indeed,  tliat 
truth  should  ever  need  sucli  sort  of  defences.  But  we 
know,  that  a  triumphant  assurance  has  sometimes  support- 
ed gross  falsehoods,  and  a  wiiole  company  have  been  cap- 
tivated to  error  by  tliis  means,  till  some  man  with  equal 
assurance  has  rescued  them.  It  is  a  pity  that  any  momen- 
tous point  of  doctrine  should  happen  to  fall  under  such 
reproaches,  and  require  such  a  mode  of  vindication  ;  though 
if  I  happen  to  hear  it,  I  ought  not  to  turn  my  back  and 
sneak  off  in  silence,  and  leave  the  truth  to  lie  baffled,  bleed- 
ing and  slain.  Yet  I  must  confess,  I  should  be  glad  to 
have  no  occasion  ever  to  fight  with  any  man  of  this  sort  of 
weapons,  even  though  I  should  be  so  happy  as  to  silence 
his  insolence,  and  obtain  an  evident  victory. 

XVII.  Be  not  fond  of  disputing  every  thing  Pro  and 
Con,  nor  indulge  yourself,  to  shew  your  talent  of  attacking 
and  defending.  A  logic,  which  teaches  nothing  else,  is 
little  worth.  This  temper  and  practice  will  lead  you  just 
so  far  out  of  the  way  of  knowledge,  and  divert  your  honest 
inquiry  after  the  truth,  which  is  debated  or  sought.  In  set 
disputes,  every  little  straw  is  often  seized,  to  support  our 
own  cause  ;  every  thing,  that  can  be  drawn  in  any  way,  to 
give  color  to  our  argument,  is  advanced,  and  that  perhaps 
with  vanity  and  ostentation.  This  puts  the  mind  out  of  a 
proper  posture  to  seek  and  receive  the  truth. 

XVIII.  Do  not  bring  a  warm  party-spirit  into  free  con- 
versation, which  is  designed  for  mutual  improvement  in  the 
search  of  truth.  Take  need  of  allowing  yourself  in  those 
self-satisfied  assurances,  which  keep  the  doors  of  the  un- 
derstanding barred  fast  against  the  admission  of  any  new 
sentiments.  Let  your  soul  be  ever  ready  to  hearken  to 
further  discoveries,  from  a  constant  and  ruling  conscious- 
ness of  our  present  fiillible  and  imperfect  state  ;  and  make 
it  appear  to  your  friends,  that  it  is  no  hard  task  for  yon  to 
learn  and  pronounce  those  little  words,  1  ivas  mistaken,  how 
hard  soever  it  is  for  the  bulk  of  mankind  to  pronounce 
them. 

XIX.  As  you  may  sometimes  raise  inquiries  for  your 
own  instruction  and  improvement,  and  draw  out  the  learn- 

Influence  of  a  disputatious  spirit  i  V^'liat  little  hiimiliaiins  words 
upon  tlie  acquisition  of  triitli  1  I  should  we  be  willing  to  pronounce, 

What  is  said  of  a  logic,  that  teach-  |  when  convinced  of  error'! 
ea  notlting  else  ?  t 


106  OF    CONVERSATION, 

ing,  wisdom  and  fine  sentiments  of  your  friends,  who  per- 
haps may  be  too  reserved  or  modest ;  so  at  other  times,  if 
you  perceive  a  person  unskilful  in  the  matter  of  debate, 
you  may  by  questions  aptly  proposed  in  tlie  Socratic  method, 
lead  him  mto  a  clearer  knowledge  of  the  subject.  Then 
you  become  his  instructor,  in  such  a  manner,  as  may  not 
appear  to  make  yourself  his  superior. 

XX.  Take  heed  of  atfecting  always  to  shine  in  company, 
above  the  rest  and  to  display  the  riches  of  your  own  under- 
standing or  your  oratory,  as  though  you  would  render  your- 
self admirable  to  all  that  are  present.  This  is  seldom  well 
taken  in  polite  company.  Much  less  should  you  use  such . 
forms  of  speech,  as  would  insinuate  the  ignorance  or  dul- 
ness  of  those,  with  whom  you  converse. 

XXI.  Though  you  should  not  affect  to  flourish  in  a  co- 
pious harangue  and  diffusive  style  in  company,  yet  neither 
should  you  rudely  interrupt  and  reproach  him  that  happens 
to  use  it ;  but  when  he  has  done  speaking,  reduce  his  sen- 
timents into  a  more  contracted  form  ;  not  with  a  show  of 
correcting,  but  as  one  who  is  doubtful  whether  you  hit  upon 
his  true  sense  or  not.  Thus  matters  may  be  brought  more 
easily  from  a  wild  confusion,  into  a  single  point,  questions 
may  be  sooner  determined,  and  difficulties  more  easily 
removed. 

XXII.  Be  not  so  ready  to  charge  ignorance,  prejudice 
and  mistake  upon  others,  as  you  are  to  suspect  yourself 
of  them  ;  and  in  order  to  show,  how  free  you  are  from  pre- 

{'udicps,  learn  to  bear  contradiction  with  patience.  Let  it 
►e  easy  to  you  to  hear  your  own  opinion  strongly  opposed, 
especially  in  matters,  which  are  doubtful  and  disputable 
among  men  of  sobriety  and  virtue.     Give  a  patient  hearing 


t 


VVliat  if  you  see  a  person  unskil-  i  listen  palieiill)'  to  arpiments  on  all 

ful  in  (leliale  i"  j  sides'!     For  tlio  sake  of  p!iiiiiii)»  and 

What    iM    Hald   <i{  attem|iting  to  j  supporting  triilli,  and  maintaining  ."x 

pain  admiration   in  company  1     We  \  cliaractt^r  for  rnndor. 

should  never  attempt  it.  !       Why  shonhl  we  he  willinR  some- 

Wli.'il  should  we  l)e  more  ready  to  j  times,  to  listen  to  remarks,  that  ap- 

luspect  in  ourselves,  than  to  charge  |  pear  frivolous '!     The  remarks  may 

upon  others!  j  really   he   niuth   better,    than   they 

When  rharced  witli  these,  what  i  seem  ;  and  our  remarks  may  some- 
reply  may  we  scuneiimes  makel  i  times  nppear  equally  frivolous  to 
This  remark  of  Watts.  j  others. 

With   what   frelinirs,  should    we  !       Meaning  of/W?io/«ii.»  ? 

learn  to  hear  rcuitrailirtion  1  |       What  if  we  certainly  know,  that 

What ndvanlaee  will  this  i!ive  UM  ,'  |  another's    remarks    are    frivolous'! 

We  shall  he  mm  h  hrttftr  ahic  toper,  j   We  may  perhaps  do  him  much  Rood 

ceive  and  defend  the  trutli.  j  liy   kindly  sluiwlng  him,  that  they 

Why    should   wo   he    willing    to  J  are  so 


AND  OF   PROKITING  BY  IT.  107 

to  arguments  on  all  sides.  Otherwise  you  give  the  com- 
pany occasion  to  suspect,  that  it  is  not  the  evidence  of 
truth,  which  has  led  you  into  this  opinion,  but  some  lazy 
anticipation  of  judgment,  some  beloved  presiunption,  some 
long  and  rash  possession  of  a  party  scheme,  in  which  you 
desire  to  rest  undisturbed.  If  your  assent  has  been  estab- 
lislied  upon  just  and  sufficient  grounds,  why  should  you  be 
afraid  to  lot  the  truth  be  put  to  the  trial  of  argument  ? 

XXIII.  Banish  utterly  out  of  all  conversation,  and  es- 
pecially out  of  all  learned  and  intellectual  conference, 
every  thing,  that  tends  to  prov6ke  passion,  or  raise  a  fire  in 
the  blood.  Let  no  sharp  language,  nor  noisy  exclamation, 
no  sarcasms  or  biting  jests  be  heard  among  you  ;  no  per- 
verse or  invidious  consequences  be  drawn  from  each  other's 
opinions,  and  imputed  to  the  person.  Let  there  be  no  wil- 
ful perversion  of  another's  meaning  ;  no  sudden  seizure  of 
a  lapsed  syllable  to  play  upon  it,  nor  any  abused  construc- 
tion of  an  innocent  mistake.  Sufter  not  your  tongue  to 
insult  a  modest  opponent,  that  begins  to  yield.  Let  there 
be  no  crowing  and  triumph,  even  where  there  is  evident 
victory  on  your  side.  All  these  things  are  enemies  to 
friendship,  and  the  ruin  of  free  conversation.  The  impar- 
tial searcli  of  truth  requires  all  calmness  and  serenity,  all 
good  temper  and  candor.  Mutual  instruction  can  never  be 
attained  ni  the  midst  of  passion,  pride  and  clamor,  unless 
wo  suppose,  in  the  midst  of  such  a  scene,  there  is  a  loud 
and  penetrating  lecture  read  by  both  sides  on  the  folly  and 
shameful  infirmities  of  human  nature. 

XXIV.  Whensoever,  therefore,  any  unhappy  word  shall 
arise  in  company,  that  might  give  you  a  reasonable  disgust, 
suppress  the  rising  resentment,  be  it  ever  so  just,  and  com- 
mand your  soul  and  your  tongue  into  silence,  lest  you  can- 
col  the  liopes  of  all  improvement  for  that  hour,  and  trans- 
form the  learned  conversation  into  t!ie  mean  and  vulgar 
form  of  reproaches  and  railing.  The  man,  who  begun  to 
break  the  peace  in  such  a  society,  will  fall  under  the  shame 
and  conviction  of  such  a  silent  reproof,  if  he  has  any  thing 

What    shoulil    we    banish    from  !  sin  iind  folly "! 

conversation,   in  order  to   preserve  \       What  does  the  Scripture  say  of 

peace  1  I  the  damnation   of  those,    who  do 

What  caution  shoiiUI  we  exercise,  ;  evil,  that  good  may  come'!     Rotn. 

when  our  opponent  beiiins  to  yiehl  ?  |  3  :  S. 

What  is  the  only  instruction,  we  \      What  if  something  occurs,  that  is 

can  gain  from   passion,,  pride  and  |  very  irritating'! 

clamor?  *      VVlio  will  he  likely  to  feel  such  n 

Should  we  sin,  and  play  the  fool,  i  siloit  reproof! — MeauinQ  of  irritate  1 

for  the  sake  of  learning  the  evils  of  j 


108  OF    CO.WKRSATlOiV, 

ingenuous  about  him.  If  this  should  not  bo  sufficient,  let  a 
grave  admonition,  or  a  soft  and  gentle  turn  of  wit,  with  an 
air  of  pleasantry,  give  the  warm  disputer  an  occasion  to 
stop  the  progress  of  his  indecent  iire,  if  not  to  retract  the 
indecency,  and  quench  the  flame. 

XXV.  Inure  yourself  to  a  candid  and  obliging'  manner 
in  all  your  conversation,  and  acquire  the  art  of  pleasing 
address,  even  when  you  teach,  as  well  as  when  you  learn, 
and  wjien  you  oppose,  as  well  as  when  you  assert  or  prove. 
This  degree  of  politeness  is  not  to  be  attained,  without  a 
diligent  attention  to  such  directions,  as  are  hero  laid  down, 
and  a  frequent  exercise  and  practice  of  them. 

XXVI.  If  you  would  know  wliat  sort  of  companions  you 
should  select  for  the  cultivation  and  advantage  of  the  mind, 
the  general  rule  is,  choose  such  as  by  their  brightness  of 
parts  and  their  diligence  in  study,  or  by  their  superior  ad- 
vancement in  learning,  or  peculiar  excellency  in  any  art, 
science  or  accomplishment,  divine  or  human,  may  be  capa- 
ble of  administering  to  your  improvement ;  and  be  sure  to 
maintain  and  keep  some  due  regard  to  their  moral  charac- 
ter always,  lest  while  you  wan'der  in  quest  of  intellectual 
gain,  you  fall  into  the  contagion  of  irreligion  and  vice.  No 
wise  man  would  venture  into  a  house  infected  with  the 
plague,  in  order  to  see  the  finest  collections  of  any  virtuoso 
in  Europe. 

XXVII.  Nor  is  it  every  srtbor  person  of  your  acquaint- 
ance, no,  nor  every  man  of  bright  parts,  or  rich  in  learning, 
that  is  fit  to  engage  in  free  conversation  for  the  inquiry 
after  truth.  Let  a  person  have  ever  so  illustrious  talents, 
yet  he  is  not  a  proper  associate  for  such  a  purpose,  if  he  lie 
under  any  of  the  following  infirmities  ; 

To  whnt  iiiMiiiuT  of  c(invi*rs:ition,  j  tatinn. 

shoiilil  we  iniiro  ourselves  ?— Mean-  |       \\  liat  if  any  one  shoiilii  exclianso 

inaof inure?  \  awkwardness  and  riislicily  for  uf- 

Wli.tt  will  nfCori]  tlie  liest  oppor-  1  fertationl     He  would  make  a  bad 

tnniiy  to  cultivate  sucli  a  manner?  j  barpain. 

Oood  touipanv.  !       \Vliat  hIuII   we   think   of  Ihose, 

Where  U  it  most  desirahle,  that  !  who  consider  it  of  very  little  iuipor- 
every  pertinn  nhould  find  siicli  com-  >  tance,  linw  tlity  rrpulate  their  man- 
pan  y  1     At  home.  j  ners  in  the  family  circle?    They  do 

How  mi((lit  the  members  of  most  j  exceedinclv  err. 

faniilieH  firc.itly  improve  their  man-  |      dualities,  deslrahle  inacompan 

ners  I     Ilv  ^re;llinc(^■ll■ll  other  mnrh  j  ion '! 

more  kindly   and    polilclv,    and   l.v  (       Uualities,  unde.oirable   In   a  com- 
■pecial  effort."  lo  (iilliv.ite  propriety      panion  ?     Iteserve,     pride,    dogma- 

of  speeeh  and  Ixhavior.  \  limn,  nHsnininR  forwardness,  iniper- 

Agalnsl   what,    should    such    re-      tineiit  lonnacity,  freifulness,  affecta- 

formerH  parlicularly  puard  1     AfTec-  j  lion  of  wit,  jealoiisy,  &.c. 


AND  OF  PROFITI.NG  BY  IT.  lO'J 

1.  If  he  be  e.\"cecdingly  reserved,  and  lias  either  no  in- 
clination to  discourse,  or  no  tolerable  capacity  of  speech 
and  language  for  the  communication  of  his  sentiments  ; 

2.  If  he  be  hauHity  and  proud  of  his  knowledge,  imperi- 
ous in  his  airs,  and  always  fond  of  imposing  his  sentiments 
on  all  the  company  ; 

3.  If  ho  be  positive  and  dogmatical  in  his  own  opinions, 
and  will  dispute  to  the  end  ;  if  he  will  resist  the  brightest 
evidence  of  truth,  rather  than  suffer  himself  to  be  over- 
come, or  yield  to  the  plainest  and  strongest  reasonings  ; 

4.  If  he  be  one,  who  always  affects  to  outshine  all  the 
company,  and  delight  to  hear  himself  talk  and  flourish  upon 
a  subject,  and  malie  long  harangues,  while  the  rest  must  be 
all  silent  and  attentive  ; 

5.  If  ho  be  a  person  of  a  whiffling  and  unsteady  turn  of 
mind,  who  cannot  keep  to  a  point  of  controversy  ;  but  wan- 
ders from  it  perpetually,  and  is  always  solicitous  to  say 
something,  whether  it  be  pertinent  to  the  question  or  not ; 

6.  If  he  be  fretful  and  peevish,  and  given  to  resentment 
upon  all  occasions  ;  if  he  know  not  hoAV  to  bear  contradic- 
tion, or  be  ready  to  take  things  in  a  wrong  sense  ;  and  if  he 
be  swift  to  feel  a  supposed  offence,  or  to  imagine  himself 
affronted,  and  then  break  out  into  a  sudden  passion,  or  re- 
tain silent  and  sullen  wrath  ; 

7.  If  he  affect  wit  on  all  occasions,  and  be  full  of  his  con- 
ceits and  puns,  quirks  or  quibbles,  jests  and  repartees ; 
these  may  agreeably  entertain  and  animate  an  liour  of 
mirth  ;  but  they  have  no  place  in  the  search  after  truth  ; 

8.  If  he  carry  always  about  him,  a  sort  of  craft  and  cun- 
ning and  disguise,  and  act  rather  like  a  spy,  than  a  friend. 
Have  a  care  of  such  a  oile,  as  will  make  an  ill  use  of  free- 
dom in  conversation,  and  immediately  charge  heresy  upon 
you,  wlicn  you  happen  to  differ  from  those  sentiments, 
which  authority  or  custom  has  established. 

In  short,  you  should  avoid  the  man  in  such  select  con-'* 
Versation,  who  practises  any  thing,  that  is  unbecoming  the 
character  of  a  sincere,  free  and  open  searcher  after  truth. 

Now  though  you  may  pay  all  the  relative  duties  of  life  to 
persons  of  these  unhappy  qualifications,  and  treat  them  with 
decency  and  love,  so  far  as  religion  and  humanity  oblige 
you,  yet  take  care  of  entering  into  a  free  debate  of  niattera 
of  truth  or  falsehood  in  tlieir  company,  and  especially  about 
\l\e  principles  of  religion.    I  confess,  if  a  person  of  such  a 

Can  yoii  think  of  any  oUiers,  not  i  Where  slinulfi  we  especially  vvatcl^ 
here  mentioned  ?  J  against  tliese  evils' 

10 


110  OK    CONVERSATIOiN, 

temper  happens  to  judge  and  talk-  well  on  such  a  subject, 
you  may  liear  him  -with  attention,  and  derive  what  profit  you 
can  from  his  discourse  ;  but  he  is  by  no  means  to  be  chosen 
for  a  free  conference  in  matters  of  inquiry  and  knowledge. 
XXVill.  While  I  would  persuade  you  to  beware  of  such 
persons,  and  abstain  from  too  mucli  freedom  of  discourse 
among  them,  it  is  very  natural  to  infer,  that  you  should 
watch  against  the  working  of  these  evil  qualities  in  your 
own  breast,  if  you  happen  to  be  tainted  with  any  of  them 
yourself  Men  of  learnmg  and  ingenuity  will  justly  avoid 
your  acquaintance,  when  they  find  such  an  \mhappy  and 
unsociable  temper  prevailing  in  you. 

XXIX.  To  conclude  ;  when  you  retire  from  company, 
then  converse  with  yourself  in  solitude,  and  inquire,  what 
you  have  learnt  for  the  improvement  of  your  understand- 
ing, or  for  tlie  rectifying  your  inclinations  ;  for  the  increase 
of  your  virtues,  or  the  meliorating  of  your  conduct  and 
behavior  in  any  future  parts  of  life.  If  you  iiave  seen  some 
of  your  company  candid,  modest,  humble  in  their  manner, 
wise  and  sagacious,  just  and  pious  in  their  sentiments, 
polite  and  graceful,  as  well  as  clear  and  strong  in  their 
expression,  and  universally  acceptable  and  lovely  in  tlieir 
behavior,  endeavor  to  impress  the  idea  of  all  these  upon 
your  memory,  and  treasure  tiiem  up  for  your  imitation. 

XXX.  Jf  the  laws  of  reason,  decency  and  civility  have 
not  been  well  observed  among  your  associates,  take  notice 
of  those  defects,  for  your  own  improvement ;  and  from  every 
occurrence  of  this  kind,  remark  something  to  imitate  or  to 
avoid,  in  elegant,  polite  and  useful  conversation.  Perhaps 
you  will  find,  that  some  persons  present  have  really, dis- 
pleased the  company,  by  an  excessive  and  too  visible 
affectation  to  ph-asc  ;  that  is,  by  giving  loose  to  servile 
flattery,  or  promiscuous  praise  ;  while  otlicrs  wore  as  ready 
to  oppose  and  contradict  every  tiling  said.  Some  have 
Reserved  just  censure  for  a  morose  anu  affV-cted  taciturnity.^ 
Others  iiave  been  anxious  and  careful,  lest  their  silence 
should  be  interpreted  a  want  of  sense  ;  and  therefore,  they 

What  inquiry  should  we  make  of  1  please  T 
ourselvcH,  when  wo  reiirc  fruni  coin    I       \\'h(irn  sho\il(I  we  strive  to  please, 
pany  .'— HicnniiiK  (il  mi'/iiir«tf?  i  Mioru  than  men  ? 

Wliat    improvrnirnt    shonhl    we  j       For  what  ohject  niny  we  pleaae 
make  of  the  exnin|ile  cf  thos<!,  who  j  men  1     Iloni.  15:  2. 
tiave  Hhoni!  in  company  with  Kiipi;    i       What  elasn  of  men,  is  it  niont 
rior  luslrn  niiil  lovelincHH.' — uf  liud  i  desirable  to  please  1    The  wise  and 
examples  1  j  rchmI. 

What  may  BomptlmrH  lie  an  iin  i  HOHt  way  to  pleaHp  the  wise  and 
hapjiy  tireclofloo  great  a  diisiie  to  j  good?     Tu  pleanu  Uud. 


AND  OF  PROFITING  BY  IT,  111 

have  ventured  to  make  speeches,  though  they  had  nothing 
to  say,  which  was  worth  hearing.  Perhaps  you  will  ob- 
serve, that  one  was  ingenious  in  his  thoughts,  and  brigiit  in 
his  language  ;  but  ho  .was  so  full  of  himself,  that  he  let  it 
fall  on  all  the  company  ;  that  he  spoke  well  indeed,  but  that 
he  spoke  too  long,  and  did  not  allow  equal  liberty  or  time 
to  his  associates.  You  will  remark,  that  another  was  full 
charged,  or  let  out  his  words,  before  his  friend  had  done 
speaking,  or  impatient  of  tlio  least  opposition  to  any  thing 
he  said.  You  Avill  remember,  that  some  persons  have  talk- 
ed at  large,  and  with  great  confidence,  of  things,  which  they 
understood  not,  and  others  counted  every  thing  tedious  and 
intolerable,  that  was  spoken  upon  subjects  out  of  tlieir  own 
sphere,  and  they  would  fain  confine  the  conference  entire- 
ly within  t!ie  limits  of  their  own  narrow  knowledge  and 
study.     The  errors  of  conversation  are  almost  infinite. 

XXXI.  By  a  review  of  such  irregularities  as  these,  you 
may  learn  to  avoid  those  follies  and  instances  of  ill  con- 
duct, which  spoil  good  conversation,  or  make  it  less  agreea- 
ble and  less  useful ;  and  by  degrees  you  will  acquire  that 
delightful  an-d  easy  manner  of  address  and  behavior  in  all 
useful  correspondences,  which  may  render  your  company 
every  wjiero  desired  and  beloved  :  and  at  the  same  time, 
among  the  best  of  your  companions,  you  may  niake  the 
highest  improvement  in  yo'.ir  own  intellectual  acquisitions, 
that  the  discourse  of  mortal  creatures  will  allow,  under  all 
our  disadvantages  in  this  sorry  state  of  mortality.  But 
there  is  a  day  coming,  when  we  shall  be  seized  away  from 
this  lower  class  in  the  school  of  knowledge,  where  we  la- 
bor undi;r  the  many  dangers  and  darknesses,  the  errors  and 
the  incumbrances  of  flesh  and  blood,  and  our  conversation 
will  be  with  angels,  and  more  illuminated  spirits  in  the 
upper  regions  of  the  universe. 

Why   do  many   make   speeches,  I  verse  hereafter "? 
when   tliey   have    nothing    to    say  \      Five  qualifications  most  desirable 
worth  liearing?  |  for    conversation?      Piety,    knowl- 

By  imitating  the  excellences  and  j  edge,     mental    imjjrovenient,     elo- 
avoiding  the  faults,  that  we  witness  j  quence  and  good  manners. 
in  company,  \v'hat  manner  of  ad-  \      If  a  person  can  converse  properly, 
dress  may  we  graduiUy  acipiire'!        j  fluently,  pleasingly  and  forcibly,  is 

What  more  Bolid  acquisitions  may  i  it  needful,  that  he  should  be  elo- 
we  gain  ?  jquent'?   Speaking  thus  is  elonuence. 

With  whom,  will  good  men  con-  J 


\IU 


MISCELLJNKUUS    (^UESTIO^S. 


Miscellaneous  Q,UESTiOi\s,  No.  3. 

what  branch  of  knowledge  most  i  make  special  efforts  to  promote  1 

helps  all  others  1  |      What  should  a  pupil  do,  before  he 

What  important  instructions  may  ;  decides  a  point  against  his  teaclier  ^ 

a    -o^^i,,^    (-,„.,.    .i,„i     „„,i 1      Why  is  meekness  desirable  in  a 


we  receive  from  that  scripture, 
which  represents  the  good  man  as 
bringing  forth  his  fruit  in  his  season  ? 

In  what  manner,  should  a  pupil 
Jiscuss  a  point  with  his  teacher  1 

How  may  time  be  profitably  spent, 
when  conversation  declines? 

How  should  a  young  man  general- 
ly conduct  in  presence  of  his  elders  ? 

What  are  some  reasons,  why  a 
learned  man  may  be  a  very  bad 
teacher? 

Why  should  a  teacher  have  a 
good  moral  character  ? 

How  should  a  pupil  honor  his 
teacher? 

What  science  inve.sligates  and 
explains  the  sense  of  words  and 
phrases  ? 

To  what,  sHouhl  we  direct  the 
conversation,  when  wo  take  the 
lead  ? 


teaclier? 

How  should  we  talk  with  chil- 
dren 1 

In  what  kind  of  company,  should 
we  be  particularly  cautious  of  speak- 
ing'? 

When  we  diiVer  from  a  speaker, 
in  what  manner,  should  we  express 
the  difference  ? 

Why  should  we  banish  from  con- 
versation, all  provocatives  to  pas- 
signs  ! 

What  if  we  know  to  do  good,  and 
do  it  notT 

What  is  true  politeness  1 

Why  should  a  pupil  attend  school 
cnnstanlly  1 

Who  should  co-operate  with  teach- 
ers for  the  improvement  of  Iheir 
pupils  ! 

With  what  honest  design,  should 


•  art    .  i  V*    illl    >\   (Ull    JUMICSl    Ul 

With   what  feelings,  should   we  i  we  read  every  author  1 


learn  to  bear  contradiction  1 

Qualifications  desirable  in  a  teach- 
er 1 


Why  should  a  teacher  have  zeal  1      in  a  companion  1 


Why  should  a  pupil  attend  school 
punctually  T 

What  should  a  pupil  do  before  he 
decides  a  point  against  his  teacher! 

Three  principal  methods  of  learn- 
ing the  meaning  of  words  1 

How  shall  we  decide,  whether  we 
ougut  to  take  the  lead  in  conversa- 
tion 1 

Why  should  we  listen  patiently 
to  arguments  on  all  sides'! 

Why  should  a  teacher  be  pious  ? 

Why  should  a  teacher  be  affec- 
tionate 7 

What  should  we  think  of  a  teach- 
er, who  is  unwilling  to  be  taught  by 
his  pupil  ? 

How  does  a  child  begin  to  learn 
the  meaning  of  words? 

In  order  to  understand  a  speech, 
what  should  we  particularly  con- 
sider? 

In  what  mannei,  did  Pellucido 
speak  in  the  rennte  1 

Why  should  wo  be  willing  some 
times  lolifllcn  to  remarks  that  appear 
frivolouf  1 

Whiidc  salvation  should  a  teaclier  i 


Why  are   some  ashamed   to  a»>k 
questions  ? 

Five  qualifications  most  desirable 


What  branch  of  instruction  is  it 
most  im])ortAnt  for  a  teacher  to  in- 
culcate? 

What  is  inculcated  by  that  scrip 
ture,  which  says,  Chaiity  doth  not 
behave  itself  unseemly  1 

Fur  what  purpose,  should  parents, 
teachers,  ministers,  school  coiiiinit 
lees,  &.C.  co-operate  ? 

Coldeii  rule  for  the  treatment  ol 
authors  1 

To  what  king,  did  some  European 
merchants  give  some  account  ot 
the  ed'ects  of  cold  ? 

Mention  some  qualities,  that  ap- 
pear undesirable  in  a  companion  1 

How  docs  religion  help  a  pupiPt 
progress  in  all  other  liranches  ! 

Ilow  should  a  teacher  promote 
freedom  of  tlioiiglit  in  his  pupils  1 

Ilow  do  children  olXen  get  wrong 
ideas  of  wcuds! 

With  what,  should  we  compare 
an  author's  words  and  phrases,  in 
orilcr  to  understand  them  1 

Why  should  we  converse  with 
various  uasuciatea  ? 


OF  DISPUTES.  113 


CHAPTER   X. 

OF   DISPUTES. 

I.  Under  the  general  head  of  Conversation  for  the  Im- 
provement of  the  Mind,  we  may  rank  the  practice  of 
disputing  ;  that  is,  when  two  or  more  persons  appear  to 
maintain  different  sentiments,  and  defend  their  own,  or 
oppose  the  other's  opinion,  in  alternate  discourse,  by  some 
metliods  of  argument. 

II.  As  these  disputes  often  arise  in  good  earnest,  where 
the  two  contenders  do  really  believe  the  different  proposi- 
tions, whicli  tliey  support ;  so  sometimes  they  are  appoint- 
ed, as  more  trials  of  the  students'  skill  in  academies,  or 
scliools.  Sometimes  they  are  practised,  and  tliat  with  ap- 
parent fervor  in  courts  of  judicature,  by  lawyers,  in  order 
to  gain  the  lees  of  their  clients,  while  both  sides  perhaps 
are  really  of  the  same  sentiment,  with  regard  to  the  cause 
which  is  tried. 

III.  In  common  conversation,  disputes  are  often  managed 
witliout  any  forms  of  regularity  or  order  ;  and  they  turn  to 
good  or  evil  purposes,  chiefly  according  to  the  temper  of 
the  disputants.  They  may  sometimes  be  successful  to 
search  out  truth,  sometimes  effectr.al  to  maintain  truth,  and 
convince  the  mistaken ;  but  at  other  times,  a  dispute  is  a 
mere  scene  of  battle,  in  order  to  victory  and  vain  triumph. 

DisruTEs. — Me^uunf;  of  dispute  7  j,     What  shall  we  think  of  the  max- 

How  are  ilisputes  generally  iiiaiia-  j  im,  adopted  liy  some,  "  Never  dig- 
ged in  conversation  ^  |  pute  about  religion  '!"    It  seems  to 

According  to  what,   do  disputes  |  he  as  unscriptiiral,  as  it  is  unrea- 

generally  prodnce  good  or  evil '!  |  sonable. 

What    may    dii^putes    sometimes  |  Has  not  disputing  done  more  harm 

enable  us  to  searcli  out  and  main-  i  than  good  1     Probably  not. 

tain"?  I  What  good  has  ever  been  done  by 

What  Scripture  authority  have  we  |  disputing'!     Most   iujportant  truths 

to  show,    that    disputing    may    be  \  have  been  maintained,  and  spread 

right  1     Paul  disputed  daily  in  the  i  far  and  wide. 

school   of  Tyrannus ;    ami    we   are  \  Flow   do   missionaries    propagate 

exhorted  to  contend  earnestly  for  the  \  the  gospell    In  a  great  measure,  by 

faith,  i.nce  delivo/ed  to  the  saints.  }  disputing. 

Acts  19  :  9.    Jude :  3.  j  Would  it  not  be  better  to  propa- 

Hovv  does  the   latter  text   show,  i  gate  the  gospel  by  preaching  1     The 

that  we  should  sometimes  dispute  1  i  missionaries  do  preach;    but,  tlieir 

We  must  doubtless  contend  for  Die  I  doctrine  being  disputed,  tbey  must, 

faith  by  argument ;  and  this  is  dis-  \  like  Paul,  defend  it  by  disputation, 

puting.  { 
10* 


114  OF    DISPUTES. 

IV.  There  are  some  few  general  rules,  which  should  be 
observed  in  all  debates  whatever,  if  we  would  find  out  truth 
by  them,  or  convince  a  friend  of  his  error,  even  though  they 
be  not  managed  according  to  any  settled  forms  of  disputa- 
tion. As  there  are  almost  as  many  opinions  and  judgments 
of  things,  as  there  are  persons,  so  when  several  persons 
hapj)en  to  meet,  and  confer  together  upon  any  subject,  they 
are  ready  to  declare  their  different  sentiments,  and  support 
them  by  such  reasonings,  a.s  they  are  capable  of.  This  is 
called  debating,  or  disputing,  as  is  above  described. 

V.'  When  persons  begin  a  debate,  they  should  always 
take  care,  that  they  are  agreed  in  some  general  principles 
or  jtropositions,  which  either  more  nearly  or  remotely  affect 
the  question  in  hand  ;  for  otherwise,  they  have  no  founda- 
tion or  hope  of  convincing  each  other.  They  must  have 
some  common  ground  to  stand  upon,  wjiile  they  maintain 
the  contest. 

Wlien  they  find  that  they  agree  in  some  remote  proposi- 
tions, then  let  them  search  farther,  and  inquire,  iiow  near 
they  approach  to  each  other's  sentiments  ;  and  whatsoever 
propositions  they  agree  in,  let  these  lay  a  foundation  for 
the  mutual  hope  of  conviction.  Hereby  you  will  be  pre- 
vented from  running,  at  every  turn,  to  some  original  and 
remote  propositions  and  a.xioms,  which  practice  both  en- 
tangles and  prolongs  a  dispute.  As  for  instance,  if  there 
was  a  debate  proposed  l)etween  a  Protestant  and  a  Papist, 
whether  there  be  such  a  place  as  purgatory  ;  let  tliem 
remember,  that  they  both  agree  in  this  point,  that  Christ 
has  made  satisfaction  or  atonement  for  sin,  and  upon  this 
ground,  let  tlicm  botli  stand,  while  they  search  out  the  con- 
troverted doctrine  of  purgatory,  by  way  of  conference  or 
debate. 

VI.  The  question  should  be  cleared  from  all  doubtful 
terms  aiiu  needless  additions  ;  and  all  things,  tiiat  belong 
to  the  (piestion,  sliould  be  expressed  in  plain  and  intelligi- 
ble language.  This  is  so  necessary  a  thin;,'-,  Ibat  without 
it,  men  will  be  exposed  to  sucli  sort  of  ridicidous  contests 
as  was  found  one  day  between  the  two  unlearned  combat- 
ants Sartor  and  Sutor,  wiio  assaulted  and  defended  the 

In   wli;it,   (Idi'H  it  necin  needful,  1  make,   wlicn   they   find,    they    are 

that  (liHpiil.intH  Klimild  he  npreed  1      j  ngreed  in  some  pctints? 

Why  1     IJnIesK  tlioy  .ire  iigreeil  in  j  Trom   whnt,  should  the  question 

some  poinlH,  there  <>rcmH  to  lie  no  j  lie  cleiireii  1 

ronnd.'itlon,  upon  which,  to  rest  nn  I  In  wliitt  kind  of  liinctinKC,  should 

iir^iincnt.                                                 j  the  cpu-slion  he  stnled  I 

What  inquiry  should   disputants  j  Upon  what  duclrinc,  did  SaiUir 


OF    DISPUTES.  lis 

doctrine  of  transubstantiation  with  much  zeal  and  violence. 
But  Latino  happening  to  come  into  their  company,  and 
inquiring  the  subject  of  their  dispute,  asked  eacli  of  them, 
what  he  meant  by  that  long  hard  word  Iransuhstantiation. 
Sutor  readily  informed  him,  that  he  understood  bowing  at 
the  name  of  Jesus.  But  Sartor  assured  him,  that  he  meant 
nothing  but  bowing  at  the  higii  altar.  "  No  wonder  then," 
said  Latino,  "that  you  cannot  agree,  when  yon  neither  un- 
derstand one  another,  nor  the  word,  about  which  you  con- 
tend." I  think  the  whole  family  of  the  Sartors  and  Sutors 
would  bo  wiser,  if  they  avoided  such  kind  of  debates,  till 
they  understood  the  terms  better.  But  alas !  even  their 
wives  caiTy  on  such  conferences.  The  other  day,  one  was 
heard  in  the  street,  explaining  to  her  less  learned  neigh- 
bor, the  meaning  of  metaphysical  science  ;  and  she  assured 
her,  that  as  physics  were  medicines  for  the  body,  so  meta- 
physics was  physic  for  the  souL  Upon  this,  they  went  on 
to  dispute  the  point,  how  far  tlic  divine  excelled  the  doctor. 
VIL  And  not  only  the  sense  and  meaning  of  the  words 
used  in  the  question,  should  be  settled  and  adjusted  be- 
tween the  disputants,  but  the  precise  point  of  inquiry  sliould 
be  distinctly  fixed  ;  the  question  in  debate  should  be  limited 
precisely  to  its  special  extent,  or  declared  to  be  taken  in  its 
more  general  sense.  As  for  instance.  If  two  men  are  con- 
tending whether  civil  government  be  of  divine  right  or  not; 
here  it  must  be  observed,  the  question  is  not  whether  mon- 
archy in  one  man,  or  a  republic  in  multitudes  of  the  people, 
or  an  aristocracy  in  a  few  of  tlio  cliief,  is  appointed  of  God 
as  necessary  ;  but  whether  civil  government  in  its  most 
general  sense,  or  in  any  form  wliatsoever,  is  derived  from 
the  will  and  appointment,  of  God .'  Again,  The  point  of 
inquiry  should  be  limited  further.  Thus,  the  question  is 
not  whether  government  comes  from  the  will  of  God,  by 
the  light  of  revelation  ;  for  that  is  granted  ;  but  wlietlicr  it 
is  derived  from  the  will  of  God,  by  the  liglit  of  reason  too. 
This  sort  of  specification  or  limitation  of  the  question  pre- 
vents the  disputants  from  wandering  away  from  the  precise 
point  of  inquiry. 

and  Sutor  dispute?  f  What    precise    point    should    be 

fi\eanm<L  (\( transubstantiation  1  \  clearly  settled  in  every  dispntel 

What  did  Sutor  suppose,  it  meant?  5  What  evil  does  this  specification 

What  dill  Snrlor  ?  :  tend  tn  prevent  ? 

What  did  Latino  say  to  them'!  What  if  the  term:;  could  be  clearly 

Hinv  lonsshoiild  tlie  whole  family  j  defined,  and  the  precise  point  of  in. 

of  Sartors  and  Sutors  avoid  debate  1  \  quiry  settled,  in   relation   lo  every 


116  OF    DISPUTES. 

It  is  this  trifling  humor  or  dishonest  artifice  of  changing 
the  question,  und  wandering  av/ay  from  the  first  point  of 
debate,  wliich  gives  endless  length  to  disputes,  and  causes 
both  the  disputants  to  part  without  anj'  satisfiiction.  And 
one  chief  occasion  of  it  is  tiiis.  When  one  of  the  combat- 
ants feels  his  cause  run  low  and  fail,  an-d  is  just  ready  to  be 
confutf'd  and  demolished,  he  is  tempted  to  stop  aside,  to 
avoid  the  blow,  and  betakes  himself  to  a  different  question. 
Thus,  if  liis  adversary  be  not  well  aware  of  him,  he  begins 
to  entrencli  Inmself  m  a  new  fastness,  and  holds  out  the 
sie^c  witli  a  new  artillery  of  thoughts  and  words.  It  is  the 
pride  of  man,  whicli  is  tlie  spring  of  tliis  evil,  and  an  unwil- 
lingness to  yield  up  their  own  opinions,  even  to  be  over- 
come by  trutli  itself 

VJII."  Keep  this  always,  therefore,  upon  your  mind,  as 
an  everhisting  rule  of  conduct  in  your  debates,  to  find  out 
trutli,  that  a  resolute  design,  or  even  a  warm  affectation  of 
victory,  is  tlie  bane  (\f  all  real  improvement,  and  an  effectual 
bar  against  the  admission  of  the  trutli,  wiiich  you  profess  to 
seel;.  Tiiis  works  with  a  secret  but  powerful  and  mis- 
chievous influence  in  every  dispute,  unless  Ave  are  much 
upon  our  guard.  It  appears  in  frequent  conversation; 
every  age,  each  sex,  and  eacli  party  of  mankind  are  so  fond 
of  being  thought  in  the  right,  tliat  they  know  not  how  to 
renounce  tliis  unhappy  j)rcjudicc,  tiiis  vain  love  of  victory. 

When  truth  with  briglit  evidence,  is  ready  to  break  in 
upon  a  disputant,  and  to  overcome  his  objections  and  mis- 
takes, how  swifl  and  ready  is  the  mind  to  engage  wit  and 
fancy,  crafl  and  subtilty,  tc  cloud  and  perplex  and  puzzle 
the  trutli,  if  possible  ?  How  eager  is  he  to  throw  in  some 
impertinent  question  to  divert  attention  from  tlie  main  sub- 
ject? How  swill  to  lake  hold  of  some  occasional  word, 
thereby  to  lead  the  discourse  off'  from  Uie  point  in  hand.' 
So  much  afraid  is  human  nature  of  parting  with  its  errors, 
and  being  overcome  by  truth      Just  thus  a  hunted  hare  calls 

diHpiitril  qvieKt'on?    IViliaps  inrPK  |  such  a  fault,  wiilioiil  knowing  it  1 

qu.irttTS  of  the  ilispiiles  wouhl  bfi  j  Pelf  love,  w.iiit  of  discernment  or 

prevpiited  .  boll). 

Edl-i;!  of  rlKiiiciiii?  the  qiit'siinn,  \      \Vli;u  Hhoiild  he  the  grand  object 

and  waiidiTins  a««y  ftoiu  the  first  i  (if  dispiitalion  ? 

point  of  dispute  i>  \      Wlwii.  dues  the  autlior  say  of  the 

VVhnI   M  centrally  tti'!  ocrasicn  of  1  lov«  of  viclnry  1 

clmnsinc  tise  (piestion  1  ;       VVIiv  nre   most  persons  so  very 

I)oe«  lin    iiilciKi    <!va»ioii  1      I'ro  j   foii(i  of  vlrtory  1 

bnhlv  ii'ii  .ilways,  and  perhaps,  not  x      'l"o   what,   does   lie  compare    at- 

generally.  !  tempts  to  evade  llie  Irulil? 

What  cm  raiiHc  him  to  c.onimil  \ 


OF    DISPUTES.  117 

up  all  the  shifts  that  nature  has  taught  her.  She  treads 
back  her  mazes,  crosses  and  confounds  her  former  track, 
and  uses  all  possible  methods,  to  divert  the  scent,  when  she 
is  in  dang.er  of  being  seized  and  taken.  Let  puss  practise 
what  nature  teaches  ;  but  would  one  imao-ine,  tliat  any 
rational  being  should  take  such  pains  to  avoid  truth,  and  to 
escape  the  improvement  of  his  understanding  ? 

IX.  Wlien  you  come  to  a  dispute,  in  order  to  find  out 
trutii,  do  not  presume  that  you  are  certainly  possessed  of  it 
beforehand.  Enter  the  debate  with  a  sincere  design  of 
yieldino-  to  reason,  on  which  side  soever  it  appears.  Use 
no  subtle  arts  to  cloud  and  entangle  the  question  ;  liide  not 
yourself  in  doubtful  words  and  phrases  ;  do  not  afiect  little 
shifts  and  subterfuges  to  avoid  the  force  of  an  argument; 
take'a  generous  pleasure  to  espy  the  first  rising  beams  of 
truth,  tlinugh  it  be  on  the  side  of  your  opponent;  endeavor 
to  remove  the  little  obscurities  that  hang  about  it,  and  suf- 
fer and  encourage  it  to  break  out  into  open  and  convincing- 
light  ;  that  wiiile  your  opponent,  perhaps,  may  gain  the 
better  of  your  reasonings,  yet  you  yourself  may  triumph 
over  error  ;  and  I  am  sure,  that  is  a  much  more  valuable 
acquisition  and  victory. 

X.  Watch  narrowly  in  every  dispute,  that  your  opponent 
does  not  lead  you  unwarily  to  grant  some  principle  or  pro- 
position, whicli  will  bring  witji  it  a  futal  consequence,  and 
lead  you  insensibly  into  his  sentiment,  though  it  be  far 
astray  from  the  truth.  By  this  Avrong  step,  you  may  be 
plunged    into   dangerous   errors,    before   you   are    aware. 

What  (loos  he   mention,  tli.it  we  j  ments,  that  do   not   convince   onr- 
should  not  presnirie,  when  we  are  !  selves, 
disputing,  to  find  out  truth  1  |      To  what  wicked  traffic,  mny  it  be 

Over  vvjiat,  may   we  sometimes  !  compared  I  Passing  counterfeit  mon- 
gain  a  victory,  wlien  our  opponent  \  ey,  to  promote  a  good  object, 
gains  a  victory  over  us  "?  >      What  caution  dues   Watts  give, 

Why  should  we  dispute  only  for  i  witb  regard  to  concession  in  dia- 
truth  1    If  we  dispute  for  any  thing  S  putesi 

else,  we  shall  be  in  danger  of  pro-  |  When  is  this  caution  scarcely 
moting  error,  and  diminishing  our  |  needful.'  When  our  opponent  al- 
love  and  thirst  for  truth.  |  lowsus  to  retract  any  concession  we 

Is  it  right  to  dispute  in  favor  of  an  j  have  made, 
opinion,   that  we  do  not  believe?  j      \Vhy  should  this  privilege  be  al- 
Probably  not.  |  lowed  on  both  sides .'     All  are  liable 

Why  1    We  can  hardly  expect  to  |  to  make  false  concessions. 
promote  truth  by  advocating  error.  !       Who  seein  the  most  liable  to  make 
— Meaning  of  arfrofc/c?  |  false  concessions  .'     Those  who  are 

By  what  arguments,  should  we  |  most  candid  ' 

defend  truth  1  Only  such,  as  we  |  What  are  we  bound  to  do,  when 
consider  sound.  \  we  retract  a  concession  .'  Toanswer 

Why  not  by  others.'-  It  is  an  at-  !  the  argument^;,  that  led  us  to  make 
tempt  to  convince  othersi  by  argu-  \  it. 


118  OF    DISPUTES. 

Polonides  in  free  conversation,  led  Incauto  to  agree  with 
him  in  this  proposition,  that  the  blessed  God  Jias  too  much 
justice,  in  any  case  to  punish  any  being,  wiio  is  in  itself  in- 
nocent, till  he  not  only  allowed  it  witli  an  unthinking  alac- 
rity, but  asserted  it  in  most  universal  and  unguarded  terms. 
A  little  after  Polonides  came  in  discourse,  to  commend  the 
virtues,  the  innocence  and  the  piety  of  our  .blessed  Savior; 
and  thence  inferred,  it  was  impossible  tliat  God  should  ever 
pimish  so  holy  a  person,  who  was  never  guilty  of  any  crime. 
Then  Incauto  espied  the  snare,  and  found  himself  robbed 
and  defrauded  of  the  gieat  doctrine  of  the  atonement  by 
the  death  of  Christ ;  upon  vvliich  he  had  placed  liis  immor- 
tal hopes  according  to  the  gospel.  Tliis  tauglit  him  to  be- 
tliink  himself,  what  a  dangerous  concession  he  had  made  in 
80  universal  a  manner,  that  God  would  never  punish  any 
being  who  was  innocent,  and  ho  saw  it  needful  to  recal  his 
words,  or  to  explain  them  better,  by  adding  this  reflection 
or  limitation,  namely.  Unless  this  innocent  being  were  some 
way  involved  in  anotiier's  sin,  or  stood  as  a  voluntary  surety 
for  the  guilty.  By  this  limitation,  he  secured  the  great  and 
blessed  doctrine  of  the  sacrifice  of  Christ  for  the  sins  bi 
men,  and  learnt  to  be  more  cautious  in  his  concessions  for 
time  to  come. 

Two  months  ago  Fatalio  had  almost  tempted  Iiis  friend 
Fjdens  to  leave  oil"  prayer,  and  to  abandon  his  dependence 
on  the  providence  oi  God  in  tlic  common  affairs  of  life,  by 
obtaining  of  him  a  concession  of  the  like  kind.  "  Is  it  not 
evident  to  reason,"  says  Fatalio,  "  that  God's  immense 
scheme  of  transactions  in  the  universe,  was  contrived  and 
determined  long  before  you  and  I  were  born  ?  Can  you 
imagine,  my  dear  Fidcns,  that  the  blessed  (Jod  changes  his 
original  contrivances,  and  makes  new  interruptions  in  the 
course  of  them  so  often,  as  you  and  1  want  his  aid,  to  pre- 
vent llie  little  accidents  of  life,  or  to  guard  us  from  them  ? 
Can  you  snff'or  yourself  to  be  persuaded,  that  the  great 
Creator  of  this  world  takes  care  to  support  a  bridge,  whicli 
was  quite  rotten,  and  to  make  it  stand  firm  a  lew  minutes 
longer,  till  you  had  rode  over  it?  Or  will  he  uphold  a  fall- 
ing tower,  while  we  two  are  passing  by  it,  that  such  worms 
as  you  and  I,  may  escape  tiie  ruin  ? 

WIml  doctrini-  iliil   I'oloniil'js  al-  !  siiade  Fidcrm  to  omit? 

•most    lead    Incauto    to    rcnoiinrcl  i  How   may  tlic  pnipriely  of  pmyei 

— Howl — MRaiiiiiR  ofiitUMemfH/ !        i  lin  vindicali'd   against  Ilic  objection 

How  did  Incniitu  Kccure  the  line    !  orRitalin  ?     Ry  fiii|i|)OHiii|;,  tliat  Ood 

txinc  ?                                                     !  Iiail    respect  to  tlie  pruycr,   in   hie 

VVliat  duly  did  Fatalio  almost  per-  {  eternal  arrangeineiita 


OF    DISPUTES.  119 

But  you  say,  you  prayed  for  his  protection  in  the  morn- 
ing ;  and  he  certainly  hears  prayer.  I  grant,  he  knows  it. 
But  are  you  so  fond  and  Aveak,  as  to  suppose,  that  the  uni- 
versal Lord  of  all  had  such  a  regard  to  a  word  or  two  of 
your  breath,  as  to  make  alterations  in  his  own  eternal 
scheme  upon  that  accourft  ?  Nor  is  there  any  other  way, 
whereby  his  providence  can  preserve  you  in  answer  to 
prayer,  but  by  creating  such  perpetual  interruptions  and 
changes  in  his  own  conduct  according  to  your  daily  be- 
havior." 

"  I  acknowledge,"  says  Fidens,  "there  is  no  other  way 
to  secure  the  doctrine  of  divine  providence  in  all  these 
common  affairs  ;  and  therefore,  I  begin  to  doubt,  whether 
God  does  or  ever  will  exert  himself  so  particularly  in  our 
little  concerns." 

Have  a  care,  good  Fidens,  that  you  yield  not  too  far. 
Take  heed,  lest  you  have  granted  too  much  to  Fatalio. 
Pray  let  me  ask  of  you.  Could  not  the  great  God,  who 
grasps  and  surveys  all  future  and  distant  tilings  in  one  sin- 
gle view,  could  not  he  from  the  beginning,  foresee  your 
morning  prayer,  for  his  protection,  and  appoint  all  second 
causes  to  concur  for  the  support  of  that  crazy  bridge,  or  to 
make  tiiat  old  tower  stand  firm,  till  you  had  escaped  the 
danger  ?  Or  could  not  he  cause  all  the  mediums  to  work, 
so  as  to  make  it  fall  before  you  come  near  it?  Can  ho  not 
appoint  all  his  own  transactions  in  the  universe,  and  every 
event  in  the  natural  world,  in  a  way  of  perfect  correspond- 
ence, with  his  own  fore-knowledge  of  all  the  events,  actions 
and  appearances  of  the  moral  world  in  every  part  of  it  ? 
Can  he  not  direct  every  thing  in  nature,  which  is  but  his 
servant,  to  act  in  perfect  agreement  with  his  eternal  pre- 
science of  our  sins,  or  of  our  piety  ?  And  hereby  all  the 
flory  of  providence,  and  our  necessary  dependence  upon  it 
y  faith  and  prayer,  are  as  well  secured,  as  if  he  interposed 
to  alter  his  own  scheme  every  moment. 

Let  me  ask  again.  Did  not  he  in  his  own  counsels  or 
decrees  appoint  thunders  and  lightnings  and  earthquakes, 
to  burn  up  and  destroy  Sodom  and  Gomorrah,  and  turn 
them  into  a  dead  sea,  just  at  the  time,  when  the  iniquities 
of  those  cities  were  raised  to  their  supreme  height  ?  Did 
he  not  ordain  the  fountains  of  the  deep  to  be  broken  up, 
and  overwhelming  rains  to  fall  from  heaven,  just  when  a 
guilty  world  deserved  to  be  drowned  ;  while  he  took  care 
of  the  security  of  righteous  Noah,  by  an  ark,  which  should 
float  upon  that  very  deluge  of  waters  ?    Thus,  he  can  pun- 


120  OF    DISPUTES. 

ish  the  criminal,  wlien  he  pleases,  and  reward  the  devout 
worshipper  in  the  proper  season,  by  his  original  and  eternal 
schemes  of  appointment,  as  well  as  if  he  interposed  every 
moment  anew.  Take  lieed,  Fidens,  that  you  be  not  tempt- 
ed aM'ay  by  such  sopliisms  of  Fatalio,  to  witlihold  prayer 
from  (jiod,  and  to  renounce  your  faith  in  his  providence. 

Remember  this  sJiort  and  plain  caution  of  the  subtle 
errors  of  men.  Let  a  snake  but  once  thrust  in  Ins  head  at 
some  small  unguarded  fold  of  your  garment ;  and  he  will 
insensibly  and  unavoidably  wind  his  whole  body  into  your 
bosom,  and  give  you  a  pernicious  wound. 

XI.  On  the  other  hand,  when  you  have  found  your  op- 
ponent make  any  such  concession  us  may  turn  to  your  real 
advantage  in  maintaining  the  truth,  be  wise  and  watchful 
to  observe  it,  and  make  a  liappy  improvement  of  it.  Rhap- 
sodus  has  taken  a  great  deal  of  pains  to  detract  from  the 
honor  of  Christianity,  by  sly  insinuations,  that  the  sacred 
writers  are  perpetually  promoting  virtue  and  piety  by 
promises  and  tlireatenings ;  wheretis,  neither  tlie  fear  of 
future  punishment,  nor  the  hope  of  future  reward  can  pos- 
sibly be  called  good  affections,  or  such  as  are  the  acknowl- 
edged s])rings  and  sources  of  all  actions  truly  good.  He 
adds  furtlier,  that  this  fear  or  this  hope  cannot  consist  in 
reality  with  virtue  or  goodness,  if  it  either  stands  as  essen- 
tial to  any  mora!  performance,  or  as  a  considerable  motive 
to  any  good  action.  Thus  he  would  fain  lead  Cliristians  to 
be  ashamed  of  the  gospel  of  Christ,  because  of  its  future 
and  eternal  promises  and  threatenings,  as  being  incon- 
sistent with  Ills  notion  of  virtue :  for  lie  supposes,  virtue 
shoidd  be  so  beloved  and  practised  for  the  sake  of  its  own 
beauty  and  loveliness,  that  all  other  motives  arising  from 
rewards  or  punishments,  fear  or  hope,  do  really  take  away 
just  so  much  from  the  very  nature  of  virtue,  a.s  their  in- 
fluence reaches  to  ;  and  that  no  part  of  those  good  practices 
are  really  viilunble,  but  what  arises  from  tht;  mere  love  of 
virtue  itself,  without  any  regard  to   punishment  or  reward. 

But  observe  in  two  pages  aflerwards  Ik;  grants,  lluit  this 
principle  of  fear  of  future  punishment,  and  hope  of  future 

What   if   your    opponent    makntt  )       How  inny  fcan  anil  linpeH  be  a 

somp  iinporlanl  roticcsHiDn  ?  }  (;real  scr.iirily  to  virtue  ?    'I'lmy  may 

What    (plijerlKMi    did    Khapsodus  j  prevent  ils    Iwinj;    swept   away   by 

make  tn  the  llihici  !  sotne  violent  Icinptalion. 

Why  would  llhnpsodus  have  vir-  |       What    seetns    lo    ho  a   romplele 

tUP  prnctifled  I  j  auHwer  lo  Hhapsodiis  1     That  virtue 

What  ronression  does  Rhapandus  j  is  jiift  as  inerrenary,  when  piaitiactl 

afterwards  iu.ike1  }  Tor  preHcntsatlalaeiion,  nil  for  future. 


OK    DISPUTES.  12J 

reward,  how  mercenary  and  servile  soever  it  may  be  ac- 
counted, is  yet  in  many  circumstances,  a  great  advantage, 
security  and  support  to  virtue  ;  especially  wliere  there  is 
danger  of  the  violence  of  rage  or  lust,  or  any  counterwork- 
ing passion  1,0  control  and  overcome  the  good  aliections  of 
the  mind. 

Now  tlie  rule  and  the  practice  of  Christianity,  or  the 
gospel,  as  it  is  closely  connected  with  future  rewards  and 
punishments,  may  be  Avell  supported  by  this  concession. 
Pray,  Ilhapsodus,  tell  me,  if  every  man  m  this  present  life, 
by  the  violence  of  some  counter-working  passion,  may  not 
have  his  good  affections  to  virtue  controlled  or  overcome  ? 
May  not  therefore  his  eternal  fears  and  hopes  be  a  great 
advantage,  security,  and  support  to  virtue  in  so  dangerous 
a  state  and  situation,  as  our  journey  through  this  world  to- 
wards a  better  ?  And  this  is  all,  that  the  defence  of 
Christianity  necessarily  requires. 

And  yet  further,  let  me  ask  our  Rhapsodist,  If  you  have 
nothing  else,  Sir,  but  the  beauty  and  excellency,  and  love- 
hncss  of  virtue  to  preach  and  flourish  upon  before  such 
sorry  and  degenerate  creatures,  as  the  bulk  of  mankind  are, 
and  you  have  no  future  rewards  or  punishments,  with  which 
to  address  their  hopes  and  fears,  how  many  of  these  vicious 
wretches  will  you  ever  reclaim  from  all  their  varieties  of 
profaneness,  intemperance  and  madness  ?  How  many  have 
you  ever  actually  reclaimed  by  this  smooth,  soft  method, 
and  these  fine  words  ?  What  has  all  tliat  reasoning  and 
rhetoric  done,  which  have  been  displayed  by  your  pre- 
decessors the  Heathen  moralists,  upon  this  excellency  and 
beauty  of  virtue  ?  What  has  it  been  able  to  do  towards 
the  reforming  of  a  sinful  world  ?  Perhaps  now  and  then  a 
man  of  better  natural  mould  has  been  a  little  refined,  and 
perhaps  also  there  may  have  been  here  and  there  a  man 
restramed  or  recovered  from  injustice  and  knavery,  fron 
drunkenness  and  lewdness,  and  vile  debaucheries,  by  ^his 
fair  reasoning  and  philosophy.  But  have  tiie  passir^s  of 
revenge  and  envy,  of  ambition  and  pride,  and  the-  inward 
secret  vices  of  the  mind  been  mortified  merely  bv  this  phi- 
losophical language  ?  Have  any  of  these  men  been  made 
new  creatures,  men  of  real  piety  and  love  to  (/'od  ? 

Go,  dress  up  all  the  virtues  of  human  nzwre  in  all  the 
beauties  of  your  oratory,  and  declaim  a-'oud  among  the 
looser  herds  of  mankind,  on  the  praise  of  social  virtue,  and 

What  success  have  pliilnsophers  liad,  in  preaching  the  beauty  of  virtuof 
11 


J22  OF    DISPUTES. 

the  amiable  qualities  of  goodness,  till  3'our  heart  or  your 
lungs  ache,  and  you  v,'ill  ever  find,  as  your  Heathen  fathers 
have  done  before,  that  the  wild  passions  and  appetites  of 
men  are  too  violent  to  be  restrained  by  sucli  mild  and  silken 
language.  You  may  as  well  build  up  a  fence  of  straw  and 
featliers,  to  resist  a  cannon-ball,  or  try  to  quench  a  flaming 
grenado  with  a  s'lell  of  fair  water,  as  hope  to  succeed  in 
these  attempts.  But  an  eternal  heaven  and  an  eternal  hell 
carry  divine  force  and  power  with  them.  Tliis  doctrine 
from  the  mouth  of  Christian  preachers  has  begun  the  re- 
formation of  multitudes.  This  gospel  has  recovered  thou- 
sands among  tlie  nations  from  iniquity  and  death.  They 
have  been  awakened  by  tlicse  awful  scenes  to  begin  reli- 
gion ;  and  afterwards  their  virtue  lias  improved  into  supe- 
rior and  more  refined  principles  and  liabits  by  divine  grace, 
and  risen  to  high  and  eminent  decrees,  though  not  to  a  con- 
summate state.  The  blessed  (jod  knows  human  nature 
much  better  than  Rhapsodus,  and  has  throughout  his  word 
appointed  a  more  proper  and  more  effectual  method  of  ad- 
dress to  it,  by  tJie  passions  of  liope  and  fear,  by  punishments 
and  rewards. 

If  you  read  on  four  pages  further  in  these  writings,  you 
will  find,  the  author  makes  another  concession.  He  allows, 
tliat  the  master  of  a  familj%  using  proper  rewards,  and 
gentle  punishments  toward  his  cliildrcn,  teaches  tliem  good- 
ness, and  by  this  help,  instructs  them  in  a  virtue,  which 
afterwards  they  practise  upon  other  grounds,  and  without 
thinking  of  a  penalty  or  a  bribe  ;  and  this,  says  he,  is  what 
we  call  a  liberal  education  and  a  liberal  service. 

This  new  concession  of  that  author  may  also  bo  very 
happily  improved  in  fuvor  of  Christianity.  What  are  tlie 
best  of  men  in  this  life  ?  They  arc  by  no  means  perfect  in 
virtue.  We  arc  all  but  children  here  under  tlu;  great  Master 
«jf  the  family ;  and  ho  is  pleased  by  hopes  and  fears,  by 
nitrcies  and  corrections,  to  instruct  us  in  virtue,  and  to  con- 
duct jsonwnrd  towards  the  Kublimor  and  more  perfect  prac- 
tice otitin  the  future  world,  where  it  will  be  performed,  as 
in  his  oMn  language,  perhaps  without  tiiinking  of  penalties 
and  bribes  And  since  he  has  allowed,  tiiat  this  conduct 
may  be  calltj  "  a  liberal  education,  and  a  liberal  service," 
let  Chnstianr>y,  then,  be  indulged  the  title  of  a  "hberal 

Effect    of  prcncliiti/    elornnl    ro-  f  iipnii  his  own  principle,  and   may 

wards  and  piiiiiKlmiciil^')  |  nut   npidy  to  a  person  or  difl^.rant 

VVIiul   is  a   persoii.il    frgumenll  j  princi|iif-!<. 

Onr    tUat  is  addressed  to  a  periuii,  j 


or  DISPUTES.  123 

education"  also  ;  and  it  is  admirably  litted  for  such  frail  and 
sinful  creatures,  while  they  are  trainin<r  up  toward  the 
subliruer  virtues  of  the  heavenly  state, 

Xli.  Wiien  you  are  engaged  m  a  dispute  with  u  person 
of  very  difi'erent  principles  from  yourseltj  and  you  can  find 
any  ready  way  to  prevail  with  lum  to  embrace  the  truth  by 
principles,  which  you  both  freely  acknowledge,  you  may 
fairly  make  use  of  liis  own  principles  to  shew  Jiim  liis  mis- 
take, and  thus  convince  or  silence  him,  from  his  own  con- 
cessions. 

If  your  opponent  should  be  a  Stoic  philosopher,  or  a  Jew. 
you  may  pursue  your  argument  in  defence  of  some  Chris- 
tian doctrine  or  duty  against  such  a  disputant,  by  axioms  or 
laws,  borrowed  either  from  Zeno  or  Moses.  And  though 
you  do  not  enter  into  the  inquiry,  how  many  of  the  laws  of 
iMoses  are  abrogated,  or  whether  Zeno  was  right  or  wrong 
in  his  philosophy  ;  yet  if  from  the  principles  and  concession 
of  your  opponent,  you  c^n  support  your  argument  for  the 
gospel  of  Christ,  this  has  been  always  counted  a  fair  treat- 
ment of  an  adversary,  and  it  is  called  Jlrgumenhun  ad 
homintun,  or  Ratio  ex  concessis.  Paul  sometimes  makes  use 
of  tliis  sort  of  disputation,  when  he  talks  with  Jews  or 
Heathen  piiilosophers  ;  and  at  least,  he  silences  if  not  con- 
vinces them ;  which  it!  sometimes  necessary  to  be  done 
against  an  obstinate  and  clamorous  adversary,  tiiat  just 
honor  may  he  paid  to  truths,  which  he  knew  were  divine, 
and  that  the  only  true  doctrine  of  salvation  might  be  con- 
firmed and  propagated  among  sinful  and  dying  men. 

XIII.  Vet  great  care  must  betaken,  lest  your  debates 
break  in  upon  your  passions,  and  awaken  them  to  take  part 
in  the  controversy.  When  the  opponent  pushes  hard,  iuid 
gives  just  and  mortal  wounds  to  our  own  opinion,  our  pas- 
sions are  very  apt  to  feel  the  strokes,  and  to  rise  in  resent- 
ment and  dctencc.  Self  is  so  mingled  with  the  sentiments, 
which  we  have  chosen,  and  lias  such  a  tender  feelinjr  of  all 
the  opposition,  which  is  made  to  them,  that  personal  Drawls 
are  very  ready  to  come  in  as  seconds,  to  succeed  and  finish 


Lntin  iiiiiiie ' 

Litfiil  iiie;inin!;  o<'  arrrumcntum  ad 
hominein  !     An  arj^iiiiieiit  to  a  man. 

ftleuiiiiif!  cil  r«(iu  ei  cviiccssisl  A 
reason  rr.im  \v1iut  is  ciinceited. 

When  niiiy  we  nse  personal  arpu- 
ments  !  Wlienevi-r  llierp  is  oppor 
tunily,esp(Hially  when  our  opponent 
appears  inconsistent  wiUi  liiniself. 


Excellence  of  personal  argument? 
Il'is  perJKips  the  liest  weapon,  that 
loqic  can  furnish,  for  the  destruction 
of  error. 

If  our  opponent  presses  \\s  very 
hard  witli  arfiunieni,  u  Int  is  likely 
to  he  (he  eflect,  upon  our  passions  1 

What  will  he  likely  lo  he  Ihe  ef- 
fect, if  our  had  passions  are  engaged  ^ 


124  OF    DISPDTES. 

the  dispute  of  opinions.  Then  noise  and  clamor  and  folly 
appear  in  all  their  shapes,  and  chase  reason  and  truth  out 
of  sight. 

How  unhappy  is  the  case  of  frail  and  wretched  mankind, 
in  this  diirk  or  dusky  state  of  strong  passion  and  glimmer- 
ing reason  ?  How  ready  are  we,  wjicn  our  passions  are 
engaged  in  the  dispute,  to  consider  more,  what  loads  of 
nonsense  and  reproach  we  can  lay  upon  our  opponent,  than 
what  reason  and  truth  require  in  the  controversy  itself. 
Dismal  are  tlie  consequences  mankind  are  too  ollen  in- 
volved in  by  this  evil  principle.  It  is  this  common  and  dan- 
gerous practice,  that  carries  the  heart  aside  from  all  that  is 
fair  and  honest  in  our  search  after  trutli,  or  the  propag'ation 
of  it  in  the  world.  One  would  wish,  that  none  of  tlic  Chris- 
tian fathers  had  been  guilty  of  such  follies  as  tliese.  But 
Jerome  fairly  confesses  tliis  evil  principle  in  his  apology 
for  himself  to  Pammachius,  "  that  he  had  not  so  much  re- 

fardod  what  was  exactly  to  be  spoken  in  tiio  controversy 
e  hfid  in  his  hand,  as  what  was  fit  to  lay  a  load  on  Jo- 
viniau."  And  indeed,  I  fear  this  was  the  vile  custom  of 
many  writers  even  in  the  church-affairs  of  tliose  times. 
But  it  will  be  a  double  scandal  upon  ns  in  our  more  cn- 
lightcd  age,  if  we  allow  ourselves  in  a  conduct  so  criminal 
and  dishonest.  Happy  souls,  who  keep  such  a  sacred 
dominion  over  their  inferior  and  animal  powers,  and  all  the 
influences  of  pride,  and  secular  interest,  that  the  sensitive 
tumults,  or  tliese  vicious  influences,  never  rise  to  disturb 
the  superior  and  better  operations  of  the  reasoning  mind! 

XIV.  These  general  directions  are  necessary,  or  at  least 
useful,  in  all  debates  whatsoever,  whether  tfiey  arise  in 
<,ccasional  conversation,  or  are  appointed  at  any  certain 
time  or  place ;  whether  they  are  managed  with  or  without 
any  formal  rules  to  govern  ihein.  I5ut  tliere  are  three  sorts 
of  disputation,  in  which  there  are  some  forms  and  orders 
observed,  and  which  are  distinguished  by  these  three  names, 
namely,  Socratic,  Forensic,  and  Academic,  that  is,  the  dis- 
putes of  the  schools. 

Concerning  each  of  these  it  may  not  be  improper  to  dis- 
course a  little,  and  give  a  few  particular  directions  or  re- 
marks about  them. 

ConCi-Kulon    of  St.  Je70inn  upon  j      Wlint    werfi    llione    cnlind,    who 

this  p(>i!it  /  j  wrole  in  (Jrcek  I    (ireek  f.illiera. 

Who  wan  Si.  Jcroinfi?    The  most  j       MeMiiiizof  Chrhiliiin  j'atlirr.tl  Ui«- 

lo!irrie<l  <if  lh(!  I-aliii  faUifirH.  I  linc'ii-'linil  rarly  wrJlBra,  who  were 

Whi)    •.vern    th«    I.iitin    falhorst  j  prorc.'<.-icil  Cliri-<tinns. 

Tlirixe  ClirUliari  fathcrH,  who  wrote  j       Whnn  did   Jfroine  live?     In  the 

In  l.atin.  !  4th  »nd  5(li  cciiliiricR. 


80CRATICAL    DISPUTATION.  125 


CHAPTER    XI. 

THE    SOCRATIC    WAY   OF    DISPUTATION. 

I.  This  method  of  dispute  derives  its  name  from  So- 
crates, by  wiiom  it  was  practised,  and  by  other  philodophera 
in  his  ai^e,  lonjr  before  Aristotle  invented  the  particular 
forms  of  sylloo-ism  in  mood  and  rigure,  which  are  now  used 
in  scholastic  uisputations. 

II.  The  Socratic  way  is  managed  by  questions  and 
answers  in  s'ich  a  manner  as  this,  namely.  If  I  would  lead  a 
person  into  the  belief  of  a  lieaven  or  hell,  or  a  future  state 
of  rewards  and  punishments,  1  might  begin  in  some  such 
manner  of  inquiry,  as  the  following,  and  suppose  the  most 
obvious  and  easy  answers. 

Q.  Does  not"  (iod  govern  the  world  ?  A.  Surely,  he 
that  made  it  governs  it. 

Q.  Is  not  (lod  both  a  good  and  a  righteous  governor? 
A.   Both  these  characters  doubtless  belong  to  him. 

Q.  What  is  the  true  notion  of  a  good  and  righteous 
governor .'  A.  That  he  punishes  the  wicked,  and  rewards 
the  good. 

Q.  Are  the  good  always  rewarded  m  this  life?  A.  No, 
surely  ;  fir  many  virtuous  men  are  miserable  here,  and 
greatly  atHicted. 

Q.  Are  the  Avicked  always  punished  in  this  life  ?  A.  No, 
certainly  ;  for  many  of  them  live  without  sorrow,  and  some 
of  the  vilest  of  men  are  often  raised  to  great  riches  and 
honor.  Q.  Wherein  then  does  God  make  it  appear,  that 
he  is  good  and  righteous  ?  A.  \  own,  there  is  but  little 
appearance  of  it  on  earth. 

Q.  Will  tliere  be  not  a  time,  then,  '-vhen  the  tables  will 
be  turned,  and  the  scene  of  things  changed,  since  God 
governs  mankind  righteously  ?    A.   Doubtless  there  nmst 

Socratic   Dispi-t^tion. —  From  i  At  wlint  a^ie  1  70 — How  long  ago? 

whom,  does  tliis  melliod  derive  its  \  W'lien  was  lie  horn  1 

uame  !  i  VVIiai  more   do  you  know  about 

Who  was  Socrates  1     The  most  \  Socrates  1 

distii!Kiiislifd  (!reti:iii  philosopher.  \  In   what  manner,  is  the  Socratic 

Ofwiiatrilv!     Alliens.  \  nietl;od  managed  1 

When  did  lie  die  ?     n.  C.  400.  \ 

!1* 


12G  SOCRATICAL    DISPUTATION. 

be  a  proper  time,  wherein  God  will  make  that  goodness  and 
that  ni>'liteousness  to  appear. 

Q.  If  this  be  not  before  their  death,  how  can  it  be  done  ? 
A.  I  can  think  of  no  other  way,  but  by  supposing  man  to 
have  some  existence  after  this  life. 

Q.  Are  you  not  convinced,  then,  that  there  must  be  a 
state  of  reward  and  punishment  after  dcatli .''  A.  Yes,  sure- 
ly, I  now  see  plainly,  tliat  the  goodness  and  righteousness 
of  God,  as  governor  of  the  world,  necessarily  require  it. 

III.  Now  the  advantages  of  this  method  are  very  con- 
siderable. 

1.  It  represents  the  form  of  a  dialogue  or  common  con- 
versation, which  is  a  much  more  easy,  more  pleasant  and  a 
more  sprightly  way  of  instruction,  and  more  fit  to  e.xcite 
the  attention  and  sharpen  the  penetration  of  the  learner, 
than  solitary  reading,  or  silent  attention  to  a  lecture.  Man 
being  a  sociable  creature,  dcliglits  more  in  conversation, 
and  fearns  bettor  tliis  way,  if  it  could  always  be  wisely  and 
happily  practised. 

2.  This  method  has  something  very  obliging  in  it,  and 
carries  a  very  humble  and  condescending  air,  when  he  that 
instructs  seems  to  be  the  inquirer,  and  seeks  information 
from  him  who  learns. 

3.  It  leads  the  learner  into  the  knowledge  of  truth,  as  it 
were  by  his  own  invention  ;  which  is  a  very  pleasing  thing 
to  human  nature  :  and  by  questions  pertinently  and  arti- 
ficially i)roposed,  it  docs  as  cffoctually  draw  hiui  on  to  dis- 
cover his  own  mistakes,  which  he  is  mucji  ir.ore  easily 
persuaded  to  relinquish,  when  he  seems  to  have  discovered 
tliem  Iiiniself. 

4.  It  is  managed  in  a  great  measure  in  the  form  of  the 
most  easy  reasoning,  always  arising  from  sometliing  as- 
serted or  known  in  the  foregoing  answer,  and  so  proceed- 


First  rinss  of  ndvantagea,  ine:i-  i  'I'liiit  each  parly,  should  he  allowed 
lioneil  by  Watts  1  to  ask   ax   many  i|iicsliuii8  as  thu 

Siecoiul  class  1  ollii;r. 

When  one  answers  the  qiientiona 
ol  Ills  (ipponenl,  what  is  the  exer- 
risu  iineti  called  ?  U»in<{  tlie  lubor- 
inj!  oar. 

tlow  Miiu'li  oiiplit  each  to  be  will- 
inc  t<<  use  the  laborinp  onr? 

Why  is  it  so  called  I  Uecaiise  it 
is  ceninally  niiich  easier  to  ask  {\\uf- 
tions,  than  to  answer  Iheni. 

Who  can  ask  i|iiesliiins,  that  no 
pliildsophur  can  anawcr?  A  little 
cliil.l. 


How  does  it  lead  the  learner,  Into 
Ihe  kiiowlcilee  of  irnthl 

For  wliar,  docs  the  Socratic  meth- 
od pive  a  li-a(  her,  peculiar  advan- 
tnut'S  1  'I'o  nd.-ipt  his  Ideas  iiiid 
words  (n  the  capacities  of  his  pupils. 

When  may  this  niethoil,  become 
very  nnreasonablo  and  oppressive  I 
When  one  |iarly  ImsInIs  npon  af^kinu 
all  the  (picntions,  and  answeiiiii; 
none. 

(irand    rnio   tipon    this    niellKiil  1 


SOCRATICAL    DISPUTATION.  127 

ing  to  inquire  something  unknown  in  the  following  ques- 
tion, which  again  makes  way  for  the  next  answer.  Now 
such  an  exercise  is  very  alluring  and  entertaining  to  the 
learner,  while  his  own  reasoning  powers  are  all  along  em- 
ployed, and  that  Avithout  labor  or  difficulty  ;  because  the 
querist  finds  out  and  proposes  all  the  intermediate  ideas  or 
middle  terms. 

IV.  There  is  a  method  very  near  akin  to  this,  which  has 
much  obtained  of  kite,  namely,  writing  controversies  by 
questions  only,  or  confirming  or  ret"uting  any  position,  or 
persuading  to,  or  deliorting  from,  any  practice,  by  the  mere 
proposal  of  queries.  The  answer  to  eacii  question  is  sup- 
posed to  be  so  plain  and  so  necessary,  that  it  is  not  expres- 
sed ;  because  the  query  itself  carries  a  convincing  argument 
in  it,  and  seems  to  determine,  what  tlie  answer  must  be. 

V.  If  Christian  catechisms  could  bo  framed  in  the  man- 
ner of  a  Socratic  dispute,  by  question  and  answer,  it  would 
wonderfully  euiigliten  the  minds  of  children,  and  it  would 
improve  tiieir  inttMlectual  and  reasoning  powers,  at  the  same 
time,  that  it  would  lead  them  into  tlie  knowledge  of  reli- 
gion. It  is  upon  one  account,  well  suited  to  the  capacity 
of  cliildren  ;  for  the  questions  may  be  pretty  numerous,  anii 
the  querest  must  not  proceed  too  swiftly  toward  the  deter- 
mination of  his  point  proposed,  that  he  may  with  more  ease, 
with  brighter  evidence,  and  with  surer  success,  draw  the 
learner  on  to  assent  to  those  principles  step  by  step,  from 
whence  the  final  conclusion  will  naturally  arise.  The  only 
inconvenience  would  be  this,  that  if  children  were  to  reason 
out  all  their  way  entirely  into  the  knowledge  of  every  part 
of  their  religion,  it  would  draw  common  catechisms  into  too 
large  a  volume  for  their  leisure,  attention  or  memor}'. 

let  those  who  explain  their  catechisms  to  them  may,  by 
due  application  and  forethought,  instruct  them  in  this  man- 
ner. 


Method  of  instruction,  nearly  al- 
lied to  the  Socratic? 

Why  are  not  tiie  answers  given"? 

VVliat  effect  does  Watts  think  a 
catechism  upon  tlie  Socratic  method 
might  have  uoun  cliildrca  1  | 


Why  sliould  the  querist  he  cau- 
tious not  to  proceed  too  rapidly  1 

What  would  be  the  inconvenience 
of  a  catechism,  consisting  of  a  vaal 
number  of  questions  and  answers  i 


las 


MISCELJLAJVEODS    qOESTlONS. 


iMlSCELLANEOUS    Q,UE.STIO.\S,   No.   4. 


In  what  language,  should  dis- 
putants state  the  question  of  debate  ? 

According  to  what,  do  disputes 
generally  produce  good  or  evil  i 

Whom  does  Watts  represent  as 
disputing  upon  transubtantiation  ? 

Of  what,  shall  we  be  in  danger, 
if  we  dispute  for  any  tiiink  but 
truth? 

Who  was  the  most  distinguished 
Grecian  philosopher  7 

Wlial  method  uf  disputation  seenis 
the  most  kind  and  conciliating  1 

What  good  has  ever  been  done  by 
disputing '! 

Where  did  Paul  dispute  daily  1 

How  long  should  Sartors  and  Su- 
lors  avoid  debate  ? 

Why  should  we  not  attenii)t  to 
defend  truth  by  unsound  arguruents: 

What  is  the  Socratic  method  of 
disputation  1 

What  class  of  ministers  propagate 
the  gospel  in  a  great  measure  by  dis- 
putation ? 

Upon  what,  did  Sartor  and  Putor 
dispute  1 

How  often  did  Paul  dispute  in  (he 
school  of  Tyrannus  '! 

What  word  signifies  the  supposed 
change  of  bread  and  wine  into  the 
body  and  blood  of  (Jhrist  1 

VVhat  method  of  disputation  is 
conducti^d  principally  by  questions? 

Why  is  it  needful  for  missiona- 
ries to  dispute  upon  religion  ? 

What  precise  point  should  be 
clearly  settled  in  every  dispute  ? 

For  what  faith,  should  Christians 
earnestly  contend  ? 

What  pri-rise  point  should  be 
elearly  settled  in  every  dispute  1 

What  numo  ia  given  to  an  argu- 


ment, tiiat  is  addressed  to  a  perscn 
on  his  own  principles  1 

When  may  the  Socratic  method 
becoma  opfiressive  ? 

Over  w  h:it  may  we  sometimes 
gain  a  victory,  when  our  opponent 
gains  a  victory  over  us  1 

When  the  doctrines  of  a  missiona- 
ry are  denied,  how  should  he  gen- 
erally defend  them  : 

What  should  be  the  grand  object 
of  disputation  1 

Who  were  the  Latin  fathers '? 

(Srand  rule  to  be  used  in  the  So- 
cratic method  of  reason ing1 

VVhat  may  disputes  sometimes 
enable  us  to  search  out  and  main- 
tain ? 

What  if  our  opponent  makes  some 
important  ciuicession  ^ 

What  maxim  relating  to  religion 
seems  to  be  as  unscriptural,  as  it  is 
unreasonable  1 

What  does  Watts  compare  to  the 
(light  nf  a  hunted  hare  .' 

Who  were  the  fJreek  fathers? 

In  what  school,  did  Paul  dispute 
daily  1 

What  scripture  authority  have  we 
for  (tispulitig  ? 

Why  should  we  dispute  only  for 
truth  1 

What  pood  has  ever  been  done  by 
di-iputingi 

Most  learned  of  the  l.alin  fathers  ? 

What  sliall  we  think  of  tiie  max- 
im vrrcr  In  rlispitle  abnnl  rrliirinn'! 

What  effoct  have  philosopliers  had 
in  prr^adiing  the  beauty  of  virtue 'I 

Why  is  it  needful,  that  disputants 
shouhl  be  agreed  in  some  points'! 

KtTi'ct  of  changing  the  question  In 
a  dispute  ? 


It  is  tliotipht  best  to  omit  the  two  next  chapters, 
aa  I^orcnsic  nntl  Scholastic  disputations  nrc  now  perliaps. 
on  the  wiiolo  of  no  nso,  and  would  probably  never  be  prac- 
tised by  one  of  a  Inindred,  who  may  study  tliis  book.  T]ioup;l> 
some  of  the  instructions  of  tiicsc  chapters  arc  in  themselves 
valuable,  in  relation  to  other  disputes,  perhaps  most  of  Uiera 
have  been  superseded. 


OK  8TUDT,  OR  MEDITATION.  129 

CHAPTER    XIV. 

OF    STDDir,    OR    MEDITATION. 

I.  It  has  been  proved  and  established  in  some  of  the 
foregoing  chapters,  tliat  neither  our  own  observations,  nor 
our  reading  the  labors  of  the  learned,  nor  the  attendance 
on  the  best  lectures  of  instruction,  nor  enjoying  the  bright- 
est conversation,  can  ever  make  us  truly  knowing  and  wise, 
without  the  labors  of  our  reason  in  surveying,  examining 
a.nd  judging  concerning  all  subjects,  upon  the  best  evidence 
we  can  acquire.  A  good  genius,  or  sagacity  of  thought,  a 
happy  judgment^  a  capacious  memory,  and  large  opportuni- 
ties of  observation  and  converse,  will  do  much  of  them- 
selves toward  the  cultivation  of  the  mind,  where  they  are 
well  improved.  But  where  to  the  advantage  of  learned 
lectures,  living  instructions  and  well  chosen  books,  dili- 
gence and  study  are  superadded,  this  man  has  all  human 
aids  concurring,  to  raise  him  to  a  superior  degree  of  wis- 
dom and  knowledge. 

Under  the  preceding  heads  of  discourse,  it  has  been 
already  declared,  how  our  own  meditation  and  reflection 
should  examine,  cultivate  and  improve  all  other  methods 
and  advantages  of  enriching  the  understanding.  What  re- 
mains in  this  chapter,  is  to  give  some  further  occasional 
hints,  how  to  employ  our  own  thoughts,  what  sort  of  sub- 
jects we  should  meditate  on,  and  in  what  manner,  we 
should  regulate  our  studies,  and  how  we  may  improve  our 
judgment,  so  as  in  the  most  effectual  and  compendious  way, 
to  attain  such  knowledge,  as  may  be  most  useful  for  every 
man  in  his  circumstances  of  life,  and  particularly  for  those 
of  the  learned  professions. 

II.  The  first  direction  for  youth  is  this,  Learn  betimes 
to  distinguish  bdtween  words  and  things.  Get  clear  and 
plain  ideas  of  tlie  tilings  you  are  set  to  study.    Do  not  con- 

Wliat  is  tlie  gnind,  and  crowning  i  VVliat  pives   words,  their   whole 

method  of  gaining  knowledge  and  I  \'ahie?     Their    representing    other 

mental  improvement  1  1  ohjecta. 

Between  what  objects,  should  we  j  What,  if  we  do  not  know,  what 

learn  helinies  to distinguisii? — Mean-  I  objects,    certain    words   represent? 

ing  of  betimes  ^  \  Those  wortis  are  useless  to  us. 

Why  should  we  not  content  CHir-  J  What  is  implied  in  knowine,  what 

B«lves  with  mere  words  ?  \  oiijects,  words  represent .'    U  is  itie 


130  OF  STDDY,  AND  MEDITATION. 

tent  yourselves  with  mere  words  and  names,  lest  your  la 
bored  improvements  only  amass  a  heap  of  uiiintelligibli- 
phrases,  and  you  feed  upon  husks  instead  of  kernels.    This 
rule  is  of  unknown  use  in  every  science. 

But  the  greatest  and  most  common  dann^er  is  in  the 
sacred  science  of  theoloo;y,  where  settled  terms  and  phrases 
have  been  pronounced  divine  and  orthodox,  which  yet  have 
had  no  meaning.  The  scholastic  divinity  would  furnish  us 
with  numerous  instances  of  this  folly  ;  and  yet  for  many 
ages,  all  truth  and  all  heres}^  were  determined  by  such 
senseless  tests,  and  by  words  without  ideas.  Such  Shib- 
boleths as  these,  have  decided  the  secular  fates  of  men  ; 
and  bishopricks  or  burning,  mitres  or  fijjgots,  have  been 
the  rewards  of  different  persons,  according  as  they  pro- 
nounced these  consecrated  syllables,  or  not  pronounced 
them.  To  defend  them  was  all  pioty  and  pomp  and  triumph  ; 
to  despise  them,  or  to  doubt  or  deny  them,  was  torture  and 
death.  A  thousand  tliank-offerings  arc  due  to  that  Provi- 
dence, Avhich  has  delivered  our  age  and  our  nation  from 
these  absurd  iniquities !  O  that  every  specimen  and 
shadow  of  this  madness,  in  every  shape,  were  banished 
from  our  schools  and  clun-ches. 

III.  Let  not  young  students  apply  theinselves  to  search 
out  deep,  dark  and  abstruse  matters,  far  above  their  reach, 

same  as  knowing  the  meanini;  of  i  havingclenr  iileas  annexed  lowiirds? 
tbe  words.  |       Meaning  of  njinfr? 

Wliat  are  the  two  grand  divisions  j  Wliy  ia  it  pcLiiliarly  desiralile,  to 
of  words  1     Spoken  and  wrillen.        |  liave   cli^ar  idciis  upon  this  sulyect  1 

By  which  of  the  5  sensps,  are  i  Recaiisft  these  Ideas  rclntc  more  im- 
■poken  words  perceived  1 — written  ?  i  mediately  to  our  eternal  welfare. 


What  four  things,  most  intimately  i      By  what  tests,  were  all  truth  ami 
connected  topether,  and   connected   '  heresy  determined,  for  aucs  1 


with  study,  should  he  carefully  dis  t       What  are  due  to  Provlilence,  fot 

tinpnished.'    'J'hinss,  iile.as,  spoken  ,  delivering  iis  from  such  n'osurd  inl- 

words,  and  written  words,  j  quitiesi 

W'liat  do  written  words  inimedi-  j       What  liranrh   of  Ijteiature,    hna 

»tely   representT     In   general,  they  j  been   hii;lily  conihicive  to  such  de- 

immedintely  represent  spokenvvords.  J  liveranre?     Ilr-rmeneutics. 

What  do  spoken  words,   inimedi  !       Who  liav*  heen  the  cre-Tf '  '••• 

•tely   represent?      Oenerally  ideas;  i  strnments  in  ellecting  this  deliver- 

Mmelliaes,  thincs  directly,  willioul  J  ance?      I.nther  and   his  coadjulom 
representini;  ideas.                               J  in  the  Reformation. 

When   we  study  words,  of  what,  j       Mcanins  of  couiZ/'ufrir? 

■hould   we  endeavor  to  gain   clear  !       Who,  since   their  day,   has  done 

conc«ptions1  i  the  most,  to  proiuule  this  cause  of 

Why  Is  it  necessary,  to  pay  vi'ry  j  truth,   raiidor  aiiif  holiness.'     Pro- 
particular   attention    to    words,    in  1  lialdy  Watts, 

pursuiuB    our    studii's?       We    can  |       Who   should    he   especially    cnu- 
■carcely  study  without  them.  tioiis.  not  to  search  for  things  above 

In   what  science,   is   the   prrntest  I  their  rrfathi 

and    most   common    danjer   of    not  I 


OF  STUDY,  AND  MEDITATIO.V.  131 

or  spend  theii-jlabor  in  any  subjects,  for  which  lliey  have 
not  the  advantages  of  necessary  antecedent  learning  or 
books  or  observations.  Let  them  not  be  too  hasty  to  know 
things  above  their  present  powers,  nor  plunge  their  in- 
quiries at  once  into  the  depths  of  knowledge,  nor  begin  to 
study  any  science  in  the  middle.  This  will  confound, 
rather  than  enlighten,  the  understanding.  Such  practices 
may  happen  to  discourage  and  harass  the  mind  by  an  at- 
tempt above  its  power  ;  it  may  balk  the  understanding,  and 
create  an  aversion  to  future  diligence,  and  perhaps  by 
despair,  may  forbid  the  pursuit  of  that  subject  for  ever 
afterwards  ;  as  a  limb  overstrained  by  lifting  a  weight 
above  its  power,  may  never  recover  its  former  agility  and 
and  vigor ;  or  if  it  does,  the  man  may  be  frighted  from  ever 
exerting  his  strength  again. 

IV.  Nor  yet  let  any  student  on  the  other  hand  frighten 
himself  at  every  turn,  with  insurmountable  difficulties  ;  nor 
imagine,  that  the  truth  is  wrapt  up  in  impenetrable  dark- 
ness. These  are  formidable  spectres,  which  the  under- 
standing raises  sometimes,  to  flatter  its  own  laziness.  Those 
things,  which  in  a  remote-  and  confused  view,  seem  very 
obscure  and  perplexed,  may  be  approached  by  gentle  and 
regular  steps,  and  may  then  unfold  and  explain  tliemselvee 
at  large  to  the  eye.  The  hardest  problems  in  geometry, 
and  the  most  intricate  schemes  or  diagrams  may  be  expli- 
cated and  understood  step  by  step.  Every  great  mathema- 
tician bears  a  constant  witness  to  this  observation. 

V.  In  learning  any  new  thing,  there  should  be  as  little 
as  possible  first  proposed  to  the  mind  at  once.  That  being 
understood,  and  fully  mastered,  proceed  to  the  next  ad- 
joining part  yet  unknown.  This  is  a  slow,  but  safe  and 
sure  way  to  arrive  at  knowledge.  If  the  mind  "apply  itself 
at  first  to  easier  subjects,  and  things  near  akin  to  what  is 
already  known,  and  then  advance  to  the  more  remote  and 
knotty  parts  of  knouledge,  by  slow  doarees,  it  will  be  able 
in  this  manner,  to  cope  with  great  difficulties,  and  prevail 
over  them,  with  amazing  and  liappy  success. 

Matlion  happened  to  dip  into  the  two  last  chapters  of  a 

Wlierp   sixnild   we   not   begin   to  i       F.ffVct   nf   smcIi    proceeiliiig   upon 

study  any  science  !— Why  '  i  the  (acuities   of  the   mind?    Great 

Why     (hies    Mie     nnilerstandlng  j  iinpiovement. 
enmetiini?8  raise  nirmidrible  spectres,  !       (n   leaniins  any  new  thin r,  how 

in  the  course  of  study  ?  (  mucli  should  be  proposed  at  once  1 

How  may  wc  learu  very  difficult  j       Ilnw  was  Mathon  affected,  when 

tniths'?     I'.y    proreedini  systeuiati-  )  he  first  attended  to  the  latter  part  of 

cnlly,  crai^iially,  viL'onmsly,  patient-  |  a  vvorli  on  Geometry  ? 
ly  and  perseveringly.        '                   i 


133  OF  STUDY,  AND  MEDITATION. 

new  book  of  geometry  and  mensuration.  A^  soon  as  he 
saw  it,  and  was  frighted  with  the  complicated  diagrams, 
whicli  he  found  tiiere,  about  the  frustums  of  cones  and 
pyramids,  &c.  and  some  deep  demonstrations  among  conic 
sections,  he  shut  the  book  in  despair  ;  and  imagined  none 
but  a  Sir  Isaac  Newton  was  ever  fit  to  read  it.  But  his 
tutor  happily  persuaded  him  to  begin  the  first  pages  about 
lines  and  angles.  And  he  found  such  surprising  pleasure 
m  three  wcelcs  time  in  the  victories  he  daily  obtamed,  that 
at  last,  he  became  one  of  the  chief  geometers  of  his  age. 

VI.  Engage  not  the  mind  in  the  intense  pursuit  of  too 
many  things  at  once  ;  especially  sucli,  as  have  no  relation 
to  one  another.  This  will  be  ready  to  distract  the  under- 
standing, and  hinder  it  from  attaining  perfection  in  any  one 
subject  of  study.  Such  a  practice  gives  a  slight  smattering 
of  several  sciences,  without  any  solid  and  substantial  knowl- 
edge of  them,  and  without  any  real  and  valuable  improve- 
ment. Though  two  or  three  sorts  of  study  may  be  usefully 
carried  on  at  once,  to  entertain  the  mind  with  variety,  that 
it  may  not  be  over-tirod  wit!i  one  sort  of  thoughts,  yet  a 
multitude  of  subjects  will  too  much  distract  the  attention, 
and  weaken  the  application  pf  the  mind  to  any  one  of  them. 

Where  two  or  three  sciences  are  pursued  at  tiie  same 
time,  if  one  of  them  be  dry,  abstracted  and  unpleasant,  as 
logic, 'mctapliysics,  law,  languages,  let  anotlier  be  more 
entertaining  and  agreeable,  to  secure  the  niind  from  weari- 
ness. Delight  should  be  intermingled  with  labor,  as  far  as 
possible,  to  allure  us  to  bear  the  fatigue  of  dry  studies  the 

What  did  Matlion  finally  become  1  |  rendered  a-ireeable  "?     I?y  excellent 

How  1  ,  I  teadiin);,  and  excellent  learning. 

EfTect  of  pursuing  too  tnany  stu-  i       How  I'ar,  sliould  delijilit  l)u  niin- 

dies  at  once  ?  !  filed  with  study  1 — Why  ! 

How  many  |)rincl|):il  sturlies,  may  (       What  advantape   may   it  aflTord, 

usually  be   pursued   collaterally  1 —  )  besides  this  allurement  1      It   may 

Meanini;  of  c«//rtrcrn//w?  j  improve   tiod'.ly   health,    and   intel- 

Wliat  else  may  be  attended  to,  at  1  lectual  vigor, 

the  same  time!     Reading,  writinc,  j        How   far  should  our  studies  he 

gpellioi:    and    perhaps,  one  or  two  i  made   amusements  1       If   possible, 

iiiihordinate  branches,   that   require  j  every   study    should    be    made    an 

but  little  atleiitifui.  |  amusement,  in    relation    to   otfiers. 

Why   should    more  than   one  sort  i   fnvrsiied  at   the  same   inne. — Mean- 

of  study  be  carried  on  at  once  1  !   inj   ot  amu.imnriil,    as    here    used? 

Why   should    they    not  be    very  j  That  which  reOeslies  the  mind,  niid 

niiiiierons  1  I  irrepares    it,    lo   at^nd    with    nioro 

Wliat  studies  should   be  pursued  j  vigor,  to  snmpthini;  eNe. 

In   connection    with   surh,    ns    are  |       What  clFect  upim  many  wander- 

more  dry  and  uninterrstliiRl  |  ini:  peniusefl,  has  the  puriiiiit  of  in 

(^an   you   mention   some  of  these  |  ciilenlal  themes.' 

drv  studies?  j       Meaning  of  fAoiiie 7 

How    can    the   driest    gtuilict   be  j 


OF  STUDY,  AND  MEDITATION.  133 

better.  Poetry,  practical  mathematics,  history,  &c.  are 
generally  esteemed  entertaining  studies,  and  may  be  hap- 
pily used  for  this  purpose.  Thus,  while  we  relieve  a  dull 
and  heavy  hour,  by  some  alluring  employments  of  the  mind, 
our  very  diversions  enrich  our  understandings ;  and  our 
pleasure  is  turned  into  profit. 

VII.  In  the  pursuit  of  every  valuable  subject  of  knowl- 
edge, keep  the  end  always  in  your  eye,  and  be  not  diverted 
from  it  by  every  petty  trifle  you  meet  witii  in  the  way. 
Some  persons  have  such  a  wandering  genius,  that  they  are 
ready  to  pursue  every  incidental  theme  or  occasional  idea,  till 
they  have  lost  si^ht  of  their  original  subject.  These  are 
the  men,  wlio,  when  they  are  engaged  in  conversation, 
prolong  their  story  by  dwelling  on  every  incident,  and  swell 
their  narrative  with  long  parentheses,  till  they  have  lost 
their  first  design  ;  like  a. man,  who  is  sent  in  quest  of  some 
great  treasure  ;  but  steps  aside  to  gather  every  flower  he 
finds,  or  stands  still  to  di^  up  every  shining  pebble  he  meets 
with,  till  the  treasure  is  forgotten,  and  never  found. 

VIII.  Exert  your  care,  skill  and  diligence  about  every 
subject  and  every  question,  in  a  just  proportion  to  the  im- 
portance of  it,  together  with  the  danger  and  bad  conse- 
quences of  ignorance  or  error  therein.  Many  excellent 
advantages  flow  from  this  one  direction. 

1.  This  rule  will  teach  you  to  be  ven-y  careful  in  gaining 
some  general  and  fundamental  truths  both  in  philosophy, 
in  religion  and  in  human  life  ;  because  they  are  of  the 
highest  moment,  and  conduct  our  thoughts  with  ease,  into 
a  thousand  inferior  and  particular  propositions.  Such  is 
that  great  principle  in  natural  philosophy,  the  doctrine  of 
gravitation,  or  mutual  tendency  of  all  bodies  toward  each 
other,  which  Sir  Isaac  Newton  has  so  well  established,  and 
from  wliich  he  has  drawn  the  solution  of  a  multitude  of  ap- 
pearances m  tlie  heavenly  bodies,  as  well  as  on  earth. 

Such   is  that   golden  principle   of  morality,   which  our 

How  do  some  men  most  painfully  ?  considerntion,  lliat  a  study  is  really 
prolong  their  stories,   in  coiiversa-  '  useful,  without  inquiiing,  whether 


tion  "! — Meaning  of  guest  ? — of  peb- 
ble ? — of  jiarentkesis  ? 

In  proportion  to  what,  should  we 
pursue  every  study  ? 

By  whom,  is  tliis  rule  violated  1 


useful,  in  proponion  to  the  at- 
tention paid  to  it ;  or  whether  it  is 
more  useful,  than  some  other  study, 
less  attended  to,  or  wholly  neglecled. 
In   what,  will  this  rule  teach  us. 


Probably  by  most  persons,  who  di-  \  to  he  very  cautious,  in  gaining  some 
rect,  what  studies  shall  he  pursued,  i  fundauieutal  truths  1 

What  mistakes  are   often    made,  \       M^amn^  of  fundamental  7 — o{ gra- 
by  disregarding  this  rule?     Persons  j  viUilionl 
often  content  themselves  with  the  | 

ISJ 


134  OF  STUDY,  AND  MEDITATION. 

blessed  Lord  has  given  us,  Do  that  to  others,  which  you 
think  just  and  reasonable,  that  others  should  do  to  you  •, 
which  is  almost  sufficient  in  itself  to  solve  all  cases  of  con- 
science, which  relate  to  our  neig-hbor. 

Such  are  those  principles  in  religion,  that  a  rational  crea- 
ture is  accountable  to  his  Maker  for  all  his  actions ;  that 
the  soul  of  man  is  immortal ;  that  there  is  a  future  state  of 
happiness  and  of  misery,  depending  on  our  behavior  iu  tlie 
present  life,  on  which  all  our  religious  practices  are  built 
or  supported. 

We  should  be  very  critical  in  examining  all  propositions, 
that  pretend  to  tliis  honor  of  being  general  principles.  We 
should  not,  without  just  evidence,  admit  into  this  rank  mere 
matters  of  common  fame,  or  commonly  received  opinions  ; 
no,  nor  the  general  determinations  of  t!ie  learned,  nor  tiie 
established  articles  of  any  church  or  nation,  &c.  for  there 
are  many  learned  presumptions,  many  synodical  and  na- 
tional mistakes,  many  established  falsehoods,  as  well  as 
many  vulgar  errors,  wherein  multitudes  of  men  have  fol- 
lowed one  another  for  whole  ages  almost  blindfold.  It  is 
of  great  importance  for  every  man  to  be  careful,  that  these 
general  prmciples  are  just  and  true.  For  one  error  may 
lead  us  into  thousands,  which  will  naturally  follow,  if  once 
a  leading  faschood  be  admitted. 

y.  This  rule  will  direct  us  to  bo  more  careful  about  prac- 
tical points,  tlian  mere  speculations  ;  since  they  are  com- 
monly of  mucli  greater  use  and  consequence.  Therefore, 
ttie  s]je(;u!ati()ns  of  alg(^l)ra,  the  doctrine  of  infinites,  and 
the  (piadraturc  of  curves  in  mathematical  learning,  together 
with  all  the  train  of  theorems  in  natural  philosopliy,  sliould 
by  no  means  iiitrencli  upon  our  studies  of  moralitv  and 
virtue.  Even  in  tiie  science  of  divinity  itself,  tlie  sublimest 
s])oculations  of  it  arc  not  of  that  worth  and  value,  as  the 
rules  of  duty  toward  God  and  toward  man. 

',i.  In  matters  of  practice,  we  should  be  most  careful  to 
fix  our  end  right,  and  wisely  determine  the  scope,  at  which 

What  are  soiiio  of  tlip  riindaiiieii'  i  iicrtion  with  piartire. 

tal  (irinri|ilrs  in  ri-licion  1  |  What  siicciitatioiis  are  ii'ost  im- 

What  |i'o|i(psiii(iiis  Nhniitd  we  he  i  poriant  ?     'I'hdso,   which   are  inosi 

very  rritiral  in  rvariiiniiic  i'  j  i»t'»iat('ly  ('(iiincrted  with  the  most 

Into    how    many    NrtialliT    I'rrors,  i  iinpurtant  praclico. 

mav  one.  (Treat  (!rrnr  li-ail  IIS  ?  \  '.'rand   nuaative  maxim  for  reeii- 

What  points  are  morf;  important,  j  lalinj;  our   ftiKJicHl     Never  neplecl 

than  iniTc  Rpeciilatioiis  1  ;  a  nioro  ini|i(>rtaiit,  for  the  sake  of 

Mnaiiinc  o( nfirnilnlivn  ?  j  pnrsnini;  a  less  iiiipoilant. 

\Vhy    are    spenilations    iisi'Tnll  1  VViiat  slioiild    « <•  lie  nuii't  caicfiil 

Principally  on  account  of  tlicir  cmi  )  to  tiv  riylit,  in  inatlcrB  of  practice'' 


OF  STUDY,  AND  MEDITATION.  135 

we  aim  ;  because  that  is  to  direct  us  in  the  choice  and  use 
of  all  the  means  to  attain  it.  If  our  end  be  wrong,  all  our 
labor  in  the  means  will  be  vain,  or  perhaps  so  much  the 
mor'e  pernicious,  as  they  are  better  suited  to  attain  that 
mistaken  end,  If  mere  sensible  pleasure  or  human  gran- 
deur or  wealth  be  our  chief  end,  we  shall  •choose  means 
contrary  to  piety  and  virtue,  and  proceed  apace  toward  real 
misery. 

4.  This  rule  will  engage  our  best  powers  and  deepest 
attention  in  the  affairs  of  religion,  and  things  that  relate  to 
a  future  world.  For  those  propositions,  Avhich  extend  only 
to  the  interest  of  the  present  life,  are  but  of  small  impor- 
tance, when  compared  with  tliosc,  that  have  influence  upon 
our  everlasting  concernments. 

5.  And  even  in  the  affairs  of  religion,  if  we  walk  by  the 
conduct  of  this  rule,  we  shall  be  much  more  laborious  in 
our  inquiries  into  the  necessary  and  fundamental  articles 
of  faith  and  practice,  than  the  lesser  appendices  of  Chris- 
tianity. Tlie  great  doctrines  of  repentance  toward  God, 
faith  in  our  Lord  Jesus  Christ,  with  love  to  men,  and  uni- 
versal holiness,  will  employ  our  best  and  brightest  hours 
and  meditations  ;  while  the  mint,  anise  and  cummin,  the 
gestures  and  vestures  and  fringes  of  religion,  will  be  re- 
garded no  further,  than  they  have  a  plain  and  evident  con- 
nection with  faith  and  love,  with  holiness  and  peace. 

6.  This  rule  will  make  us  solicitous  not  only  to  avoid 
such  errors,  whose  influence  will  spread  wide  into  the 
whole  scheme  of  our  own  knowledge  and  practice,  but  such 
mistakes  also,  whose  influence  would  be  yet  more  exten- 
sive and  injurious  to  others,  as  well  as  to  ourselves  ;  per- 
haps to  many  persons  oi  many  families,  to  a  whole  church, 
a  town,  a  country  or  a  kingdom.  Upon  this  account,  per- 
sons, who  are  called  to  instruct  others,  Avho  are  raised  to 
any  eminence  either  in  church  or  state,  ought  to  be  careful 
in  settling  their  principles  in  matters  relating  to  the  civil, 
the  moral  or  the  religious  life,  lest  a  mistake  of  theirs  should 

What  if  our  end  be  wrong?  !  who  find   that   pcvsture    most    con- 

What  if  our  end  be  mere  sensual  S  diirive  to  devotion,  and  especially 

enjoyment?  1  ilmse,  who  think  it  most  agreeable 

In  what  affairs,  should  our  best  j  to  scripture, 

powers   and   deepest    attention    be  I      Against  what  mistakes,  should  we 

engaged'!  ;  most  earnestly  guard  1 


To    what    doctrines  of   religion,  |       Why  sliouid  we  not  indulge  an 
should  wo  pav  n)ost  attention  ?  i  uniliie' fondness  for  any  study  ?     It 


How  far  should  the  circumstan-  i  will   tend  to  make  us  disrelish,  or 
tlals  of  religion  be  regarded  "!  i  pervert  others. 

Who  should  pray  kneeling?  Those  I 


136  OK   STUDT,  AXI>  JIEUITAi'lOiS-. 

diffuse  wide  mischief,  should  draw  along  witli  it,  mostpel- 
nicious  consequences,  and  perhaps  extend  to  following 
generations. 

These  arc  some  of  the  advantages,  which  arise  from  the 
eighth  rule,  namely,  pursue  every  inquiry  and  study  in  pro- 
portion to  its  real  value  and  importance. 

IX.  Have  a  care,  lest  some  beloved  notion,  or  some 
darling  science  so  far  prevail  over  your  mind,  as  to  give  a 
sovereign  tincture  to  all  your  other  studies,  and  discolor  all 
your  ideas  ;  like  a  person  in  the  jaundice,  who  spreads  a 
yellow  scene  with  liis  eyes  over  all  tlie  objects  which  he 
meets.  I  have  known  a  man- of  peculiar  skill  in  music,  and 
much  devoted  to  that  science,  who  fcumd  out  a  great  resem- 
blance of  the  Athanasian  doctrine  of  the  trinity  in  every 
single  note  ;  and  he  thought  it  carried  something  of  argu- 
ment in  it  to  prove  that  doctrine.  I  have  read  ot  another, 
who  accommodated  the  seven  days  of  the  first  week  of 
creation  to  the  seven  notes  of  music  ;  and  thus  the  whole 
creation  became  harmonious.* 

Under  this  influence,  derived  from  mathematical  studies, 
some  have  been  tempted  to  cast  all  their  logical,  their  meta- 
physical, and  their  tiieological  and  moral  learning  into  the 
method  of  mathematicians,  and  brino- every  thing  relating 
to  those  abstracted  or  those  pruclictiV  sciences,  under  tlieo- 
rems,  problems,  j)ostulates,  scholiums,  corollaries,  &,c. 
whereas  tlie  matter  ought  always  to  direct  the  method. 
For  all  subjects  or  matters  of  tiiought  cannot  be  moulded 
or  forced  to  one  form.  Neither  the  rules  for  the  conduct 
of  the  understanding,  nor  the  doctrines  nor  duties  of  reli- 
gion and  virtue,  can  be  exhibited  naturally  in  figures  and 
diagrams.  Things  are  to  be  considered  as  they  are  in 
themselves.  Their  nature  is  inflexible,  and  their  natural 
relations  unalterable.  And  therefore,  in  order  to  conceive 
them  aright,  we  must  bring  our  understandings  to  things, 
and  not  pretend  to  bend  and  strain  things  to  comport  with 
our  fancies  and  forms. 

X.  Suffer  not  any  beloved  study  to  prejudice  your  mind 
BO  far  in  favor  of  it,  as  to  despise  all  other  learning.  This 
is  a  fault  of  sonic  little  souls,  wlio  have  got  a  smattering  of 
astronomy,  clicmistry,  mctaphysicg,  history,  &c.  and  for 
want  of  a  due  acquaintance  witli  other  sciences,  make  a 
Bcoff  at  them  all,  in  comparison  with  their  favorite  science. 

*  IVrliaps  tlif^  inillior  did  not  rimsiilcr,  tli:it  t\\e  "  seven  notes  of  ninslc," 
If  Hounded  toiiellirr,  will  produce  Keveral  disriirds  ;  nor,  that  sounded  sop- 
aratcl}',  tliey  will  produce  at  liisst,  only  a  melody. — Kditoh. 


OF  STUDY,  AND  MEDITATION.  137 

Their  understandings  are  hereby  cooped  up  in  narrow 
bounds,  so  that  they  never  look  abroad  into  otlier  provinces 
of  the  intellectual  world,  which  are  more  beautiful  perhaps, 
and  more  fruitful  than  their  own.  If  they  would  search  a 
little  into  other  sciences,  they  might  not  only  find  treasures 
of  new  knowledge,  but  might  be  furnished  also  with  rich 
hints  of  th.oughr,  and  glorious  assistances,  to  cultivate  that 
very  province,  to  which  they  have  confined  themselves. 

Here  I  would  always  give  some  grains  of  allowance  to 
the  sacred  science  of  theology,  which  is  incomparably  su- 
perior to  all  the  rest,  as  it  teaches  us  the  knowledge  of  God, 
and  the  way  to  his  eternal  favor.  This  is  that  noble  study, 
which  is  every  man's  duty ;  and  every  one  who  can  be 
called  a  rational  creature  is  capable  of  it.  This  is  that 
science,  which  would  truly  enlarge  the  minds  of  men,  were 
it  studied  with  that  freedom,  that  unbiassed  love  of  truth 
and  thi't  sacred  charity,  which  it  teaches  ;  and  if  it  were 
not  made,  contrary  to  its  own  nature,  the  occasion  of  strife, 
faction,  malignity,  a  narrow  spirit,  and  unreasonable  im- 
positions on  the  mind  and  practice;  Let  this,  therefore, 
stand  always  chief. 

XI.  Let  every  particular  study  have  due  and  proper  time 
assigned  it,  and  let  not  a  favorite  science  prevail  with  you 
to  lay  out  such  hours  upon  it,  as  ought  to  be  employed  upon 
the  more  necessary  and  more  important  affairs  or  studies 
of  your  profession.  When  you  have,  according  to  tlie  best 
of  your  discretion,  and  according  to  the  circumstances  of 
your  life,  fixed  proper  hours  for  particular  studies,  endeavor 
to  keep  those  rules  ;  not  indeed  with  a  superstitious  pre- 
ciseness,  but  with  some  good  degrees  of  a  regular  constancy. 
Order  and  method  in  a  course  of  study,  save  much  time, 
and  make  large  improvements.  Such  a  fixation  of  certain 
hours  will  have  a  happy  influence  to  secure  you  from  trifling 
and  wasting  away  your  minutes  in  impertinence. 

XIL  Do  not  apply  yourself  to  any  one  study  at  one  time 
longer  than  the  mind  is  capable  of  giving  a  close  attention 

Why  is  tlie  science  of  tlieology  S  mistake,  and  doubly  injurious.  — 
superior  to  all  tlie  rest  1  !  How  doubly  "! 

What  pfTeit   would   this  science  (      Advantaiies  of  alloting  particular 


ves 


baye  upon    menial  improvement,  if  !  times  to  particular  studies  1  It  sa 

properly  pursued?  i  much  time,  and   is  more  likely 

VVliat   has    theolosy    occasioned,  i  secure   due    proportion   of  time  to 

contrary  to  its  own  nature  ?  i  each  study. 

What  shall  we  think  of  neRlecting  \      Ileyond  what  point,  should  we  not 

theology,  for  studies  of  little  prac-  !  apply    o\irselves,    at    one    lime  1— 

:ical  importaiire,  in  order  to  improve  i   VVliyl 

tlie  mind;     It  seems  to  be  a  vast  \ 

12* 


138  OF    STUDY,    Oil    MEDITATION. 

to  it,  without  weariness  or  wandering.  Do  not  over-fatigue 
the  spirits  at  any  time,  lest  tlie  miiid  be  seized  with  a  las- 
situde, and  thereby  be  tempted  to  nauseate  a  particular  sub- 
ject, before  you  have  finislied  it. 

XIII.  In  the  beginning  of  your  application  to  any  new 
subject,  be  not  too  uneasy  under  present  difficulties,  that 
occur,  ror  too  importunate  and  impatient  for  answers  and 
solutions  to  any  questions  ihat  arise.  Perhaps  a  little  more 
study,  a  little  turtlier  acquaintance  with  the  subject,  a  little 
time  and  experience,  will  solve  those  difficulties,  untie  the 
knot,  and  make  your  doubts  vanish.  If  you  are  under  the 
instruction  of  a  tutor,  he  can  inform  you,  that  your  inquiries 
are  perhaps  too  early,  and  that  you  have  not  yet  learnt  those 
principles,  upon  which  the  solution  of  such  a  difficulty  de- 
pends. 

XIV.  Do  not  expect  to  arrive  at  certainty  in  every  sub- 
ject, which  you  pursue.  There  are  aliundred  tilings,  where- 
in we  mortals,  in  tliis  dark  and  imperfect  state,  must  be  con- 
tent with  probability,  where  our  best  light  and  reasonings 
will  reach  no  further.  We  must  balance  arguments,  as 
justly  as  we  can,  and  where  we  cannot  find  weigiit  enough 
on  either  side  to  determine  the  scale  witli  sovereign  force 
and  assurance,  we  must  content  ourselves  perhaps  with  a 
small  preponderation.  This  will  give  us  a  probanle  opin- 
ion ;  and  tlioso  probabilities  are  sufficient  for  the  daily 
determination  of  a  thousand  actions  in  human  life,  and 
many  times  oven  in  matters  of  religion. 

It  is  admirably  well  expressed  by  a  late  writer,  "  When 
there  is  great  strength  of  argument  set  before  us,  if  we  will 
refuse  to  do  what  appears  most  fit  for  us,  until  every  little 
objection  is  removed,  we  shall  never  take  one  wise  resolu- 
tion, as  lon^  as  wo  live." 

Suppose  1  had  been  honestly  and  long  searching,  what 
religion  I  sliould  choose,  and  yet  I  could  not  find,  tliat  the 
arguments  in  defence  of  (^liristianity  arose  to  complete 
certainty  ;  I)iit  went  only  so  far  as  to  give  me  a  probable 
evidence  of  tlie  truth  of  it ;  though  many  difliciiiiies  still 
rcniaiu'-d,  yet  F  should  think  myself  obliged  to  receive  and 

Cractise  tliat  religion.     For  the  God  of  nature  and  reason 
as  bound  us  to  assent  and  act  according  to  the  best  evi- 

Apilnst  wlint  \inc()iiiri)rtnl)le  reel-  I  What  niny  siicli  prolmbilitieii  do- 
ings, fliioiilil  we  minid,  ntlhoconi-  !  teriniii«1 
menretm-iil  ;if  a  miidv  ?                        j  What  if  we  reOise  to  do  what  ap- 

VVilh    what,   Mhimid    we   content   i  peaiH  ni<i«t  fit,  (ill  every  olijei^tinn  i« 

oiirRclve.i,    when    wc  cannot  gain  |  removed  ? 
certainty  .'                                            ' 


OK  STUDY,  OR  MEDIT4.TION.  139 

dence  we  have,  even  thourrh  it  be  not  absolute  and  com- 
plete ;  and  as  he  is  our  supreme  judge,  his  abounding  good- 
ness and  equity  will  approve  and  acquit  tlie  man,  whose 
conscience  honestly  and  willingly  seeks  the  best  light,  and 
obeys  it,  as  far  as  he  can  discover  it. 

But  in  matters  of  great  importance  in  religion,  let  hirn 
join  all  due  diligence  with  earnest  and  humble  praver  for 
divine  aid  in  his  inquiries  ;  such  prayer  and  such  dili<rence 
as  eternal  concerns  require,  and  such,  as  he  may  plead  with 
courage  before  the  Judge  of  all. 

XV.  Endpavor  to  apply  every  speculative  study,  as  far 
as  possible,  to  some  practical  use,  that  both  yourself  and 
others  may  be  the  better  for  it.  Inquiries  even  in  natural 
philosophy  should  not  be  mere  amusements,  and  much  less 
in  the  affairs  of  religion.  Researches  into  the  springs  of 
natural  bodies  and  their  motions  should  lead  men  to  invent 
happy  methods  for  the  ease  and  convenience  of  human 
life  ;  or  at  least,  they  should  be  improved,  to  awaken  us  to 
admire  the  wondrous  wisdom  and  contrivance  of  God  our 
Creator  in  all  the  works  of  nature. 

If  we  pursue  mathematical  speculations,  they  will  inure 
us  to  attend  closely  to  any  subject,  to  seek  and  gain  clear 
ideas,  to  distinguisli  truth  from  falsehood,  to  judge  justly, 
and  to  argue  strongly  ;  and  these  studies  do  more  directly 
furnish  us  with  all  the  various  rules  of  those  useful  arts  of 
life,  namely,  measuring,  building,  sailing,  &c. 

Even  our  very  inquiries  and  disputations  about  vacuum 
or  space  and  atoms,  aoout  incommensurable  quantities,  and 

To  what,  should  we  endeavor  to  |  What  branch  of  mathematics  1 
apply  every  speculative  study  1  |  Mental  arithmetic. 

How  should  we  treat  studies,  tliat  f  iSIeaning  of  mental  arithmetic'! 
are  of  little,  or  no  practical  use"!  !  Arithmetic,  in  which  all  the  opera- 
With  little,  or  no  attention.  |  lions   are  performed   in   the   mind. 

Why  should  we  not  attend  to  |  without  any  mechanical  exercise  of 
them,  for  the  sake  of  improving  the  '  the  hand. 

mind  1  Practical  studies  will  pro-  \  How  early  should  the  child  be 
babiy  improve  the  mind  better.  i  taupht  to  answer  questions  in  aritb- 

What  minds  are  likely  to  lie  pe-  ;  melic?    As  early  as  possible. 
culiarly  roused  and  invijiorated,  by  i       Kirst    and    fundamental  idea  of 
practical  studies'!     Those,  that  are  i  arithmetic  1      The   idea    of   one. — 
ardently  desirous  of  doin?  cood.  j  t^econd '!    1'he  idea  of  two. 

To  what,  will  mathematical  stud-  >  What  can  you  say  with  regard  to 
ies  inure  us  1  j  chaniiing  our    methods  of  study  1 

When  is  the  best  time  to  produce  !  They  should  rarely  be  changed,  ex- 
this  effect.'      Probably  in  childhood.  !  repi  in  early  life. 

Why.'  Because  the  mind  is  then  |  What  important  inferenc?.  maybe 
very  susceptible  of  impressions.  I  deduced  from  this  reinarl.  ?      That 

How  young  should  children  begin  \  it   is   very   important   for  youth   to 
to  study  mathematics  in  books  1    In  i  adopt  the  best  methods  of  study, 
general,  under  six  years  old.  j 


140  OK  STUDY,  OR  MEDITATION. 

the  infinite  divisibility  of  matter  and  eternal  durationj  which 
seem  to  be  purely  speculative,  will  shov/  us  some  g-ood 
practical  lessons,  will  lead  us  to  see  the  weakness  ot  our 
nature,  and  should  teach  us  humility  in  aryuing-  upon  divine 
subjects,  and  matters  of  sacred  revelation.'  This  should 
guard  us  against  rejecting  any  doctrine,  which  is  expressly 
and  evidently  revealed,  though  we  cannot  fully  understand 
it.  It  is  good  sometimes  to  lose  and  bewilder  ourselves 
in  such  studies  for  this  very  reason,  and  to  attain  this  prac- 
tical advantage,  this  improvement  in  true  modesty  of  spirit. 

XVI.  Though  we  sliould  always  be  ready  to  change  our 
sentiments  of  things  upon  just  conviction  of  their  falsehood, 
yet  there  is  not  the  same  necessity  of  changing  our  ac- 
customed methods  of  reading,  or  study  and  practice,  even 
though  we  have  not  been  Ted  at  first  into  the  happiest 
method.  Our  thoughts  may  be  true,  though  we  may  have 
hit  upon  an  improper  order  of  thinking.  'JVutii  does  not 
always  depend  upon  the  most  convenient  method.  There 
may  be  a  certain  form  and  order,  in  which  we  have  iong 
accustomed  ourselves  to  range  our  ideas  and  notions,  which 
may  be  best  for  us  now,  though  they  were  not  originally 
best  in  themselves.  The  inconveniencies  of  changing  may 
be  mucli  greater,  than  the  conveniencies  we  could  obtain 
by  a  new  metiiod. 

As  for  instance  ;  if  a  man  in  his  younger  days  has  ranged 
all  his  sentiments  in  theology  in  the  method  of  Ames's 
Medulla  Theologirc,  or  Uisiiop  Usher's  Hody  of  Divinity,  it 
may  be  mucii  more  natural  and  easy  for  him  to  continue  to 
dispose  all  his  further  acquirements  in  the  same  order, 
though  perhaps  neither  of  these  treatises  is  in  itself  written 
in  tlie  most  perfect  method.  So  when  we  have  long  fixed 
our  cases  of  shelves  in  a  library,  and  ranged  our  books  in 
any  particular  ord^r,  nnnicly,  :u-cordiug  to  their  languages, 
or  according  to  tlieir  subjects,  or  according  to  the  aljtha- 
betical  nnmf^s  of  the  antiiors,  &c.  w<;  are  ptM^lt'ctiy  well 
acquainted  with  tlie  order,  in  which  they  now  stand,  and 
we  can  find  any  particular  book,  which  we  seek,  or  add  a 
new  book,  wiiich  we  have  purcliased,  with  much  greater 
ea-se,  tiian  wc  do  in  finer  cases  of  shelves,  wlierc  the  books 
are  ranged  in  any  dilforent  manner  whatsoever.  Any  dif- 
ferent position  of  tlie  volumes  would  be  new  and  strange 
and  troublesome  to  us,  and  would  not  countervail  the  in- 
conveniencies of  a  change. 

So  if  .'I  niMii  of  forty  years  old  has  been  taught  to  hold  his 
pen  awkwardly   in  hia  youth,  and    yet   writ(^s    suflicicntljr 


OF  FIXING  THE  ATTENTION.  141 

well  for  all  the  purposes  of  his  station,  it  is  not  worth  while 
to  teach  him  now  the  most  accurate  methods  of  iiandling 
that  iiistrunienl.  For  this  would  create  him  more  trouble 
without  equal  advantage,  and  perliaps  he  mifrht  never  at- 
tain to  write  better,  after  he  had  placed  all  his  fm^ers  per- 
fectly right  with  tliis  new  accuracy. 


CHAPTER    XV. 

OF    FIXING    THE   ATTENTION. 

A  Student  should  labor  by  all  proper  methods,  to  ac- 
quire a  steady  fixation  of  thought.  Attention  is  a  very 
necessary  thing,  in  order  to  improve  our  minds.  The  evi- 
dence of  trutii  does  not  always  appear  immediately,  nor 
strike  tlie  soul  at  first  sight.  It  is  by  long  attention  and 
inspection,  thut  we  arrive  at  evidence  ;  and  it  is  for  want 
of  it,  we  judge  lliLsely  of  many  things.  We  make  Iiaste  to 
determine  upon  a  sliglit  and  a  sudden  view  ;  we  confirm 
our  guesses,  wliich  arise  from  a  glance  ;  we  pass  a  judg- 
ment, wliile  we  have  but  a  confused  or  obscure  perception, 
and  tluis  plunge  ourselves  into  mistakes.  This  is  like  a 
man,  who  -walking  in  a  mist,  or  being  at  a  great  distance 
from  any  visible  object,  (suppose  a  tree,  a  man,  a  horse  or 
a  church,)  judges  much  amiss  of  the  figure  and  situntion 
and  colors  of  it,  and  sometimes  takes  one  for  the  other ; 
whereas,  if  he  would  but  withhold  his  judgment,  till  he 
came  nearer  to  it,  or  stay,  till  clearer  liglit  came,  and 
then  would  fix  his  eyes  longer  upon  it,  he  would  secure 
himself  from  those  mistakes. 

Now,  in  order  to  gain  a  greater  facility  of  attention,  we 
may  observe  these  rules  ; 

1.  Cultivate  a  fondness  for  the  study  or  knowledge  you 

What  if  a  man  holds  liis  pen  bad-  i  and  patient  thought, 
ly  at  40  years  old  1  !      Ptri kin"  couplet,  relating  to  New- 

FixiNo  Attention. —  What  ex-  j  ton's  discoveries  ? 
ereise  is  most  imriortant,  in  order  to  I  »,  .  ,        ... 

improve  our  minds'!  Nature,    and    nature's    laws    were 

If  we  delermine  a  question  upon  !  ^  ^j"     i"  I",  .V  .      ■.  in 

a  slight  view,  into  what,  shaU  we      Ood  snti\,  Let  JVewton  be,  ^in^Mwaa 
.     ..f?  .  .  .         ■>  light. 


be  likely  to  plunge  1 
What  rondufed    i 
thingelse  tonvikf  X 
of  philos(4iliers  1      (Muse  attention,  t       How  ran  we  cultivate  a  fondness 


What  rondufed    more  thftn   any  \      First    direction   for  fixing  atten- 
thingelse  to  m:ikf  Xewton  the  prince  i  tion  ? 


142  OF  KIXI.NG  THE  ATTExNTION. 

would  pursue.  We  may  observe,  tliat  there  is  not  much 
difficulty  in  confining  the  mind  to  contemplate,  what  we 
have  a  great  desire  to  know  ;  and  especially  if  they  are  mat- 
ters of  sense,  or  ideas  which  paint  themselves  upon  the 
fancy.  It  is  but  acquiring  a  hearty  good  will  and  resolu- 
tion to  search  out  and  survey  the  various  properties  and 
parts  of  such  objects ;  and  our  attention  will  be  engaged, 
if  there  be  any  delight  or  diversion  in  the  study  or  con- 
templation of  them.  Therefore  mathematical  studies 
have  a  strange  influence  toward  fixing  the  attention  of  the 
mind,  and  giving  a  steadiness  to  a  wandering  disposition  ; 
because  they  deal  much  in  lines,  figures  and  numbers, 
which  affect  and  please  the  sense  and  imagination.  His- 
tories have  a  strong  tendency  the  same  way  ;  for  tliey  en- 
gage the  soul  by  a  variety  of  sensible  occurrences  ;  when 
it  has  begun,  it  knows  not,  how  to  leave  off.  It  longs  to 
know  the  final  event,  through  a  natural  cariosity.  Voyages 
and  travels,  and  accounts  of  strange  countries  and  strange 
appearances,  will  assist  in  tliis  work.  This  sort  of  study 
detains  the  mind  by  the  perpetual  occurrence  and  expecta- 
tion of  something  new,  and  that  which  may  gratefully  strike 
the  imagination. 

II.  Sometimes  we  may  make  use  of  sensible  things  and 
corporeal  images  for  the  illustration  of  tliose  notions,  which 
are  more  abstracted  and  intellectual.  Therefore,  diagrams 
greatly  assist  the  mind  in  astronomy  and  pliilosophy  ;  and  the 
emblems  of  virtues  and  vices  may  happily  teach  children, 
and  pleasmgly  impress  tliose  useful  moral  ideas  on  young 
minds,  which  perhaps  might  be  conveyed  to  them  with  much 
more  difficulty,  bv  mere  moral  and  abstracted  discourses. 

I  confess,  in  this  practice  of  representing  moral  subjects 
by  pictures,  we  should  be  cautious,  lest  we  so  far  immerse 
the  mind  in  corporeal  imnws,  as  to  render  it  unfit  to  take 
in  an  abstracted  and  intellectual  idea,  or  cause  it  to  form 
wrong  conceptions  of  immaterial  things.  This  practice 
therefore  is  rather  to  be  used,  at  first,  in  order  to  get  a  fixed 
habit  of  attention,  and  in  some  cases  only  ;  but  it  can  never 


for  nny  stiiriy  ?  By  rending,  think- 
ing nnil  convrrsinK  upon  it,  and  by 
considering  tliii  |ilcnsnrrg  and  ad- 
vantapcH  (if  pursuing  it. 

Wliiit  if  it  in  a  dry,  uspIpsb  study  ? 
God  never  required  ns  to  \\ke  midi 
a  Rtndy  ;  and  it  in  lieat  to  leave  it 
off,  l)nfiire  we  meddle  willi  it. 

Peronit  dirortion  for  fiTing  llie  at- 
tention 7    Represent  intellectual  ob- 


jects by  visible.     Meaningof  ri»iA/f  ? 

What  caution  should  we  use  in 
follovviniz  this  rulel  That  we  do 
not  confound  iuiniaterial  objeclt 
will)  material. 

Meaniiid  of  e.nnfound  ? 

Third  dircrlion  1  Study  worki, 
that  are  arKunientative. — Meaning 
of  the  Latin  phrase  l.nhitr  ipstvoluf- 
Us  ?     Labor  itself  \a  pleasure. 


OF  FIXING  THE  ATTENTION.  14J] 

be  our  constant  way  and  method  of  pursuing  all  moral, 
abstracted  and  spiritual  themes. 

III.  Apply  yourself  to  those  studies,  and  read  those  au- 
thors, who  draw  out  their  subjects  into  a  perpetual  chain  of 
connected  reasonings,  wherein  the  following  parts  of  the 
discourse  are  naturally  and  easily  derived  from  thuse  which 
go  before.  Several  of  the  mathematical  sciences,  if  not 
all,  are  happily  useful  for  this  purpose.  Tliis  will  render 
the  labor  of  study  delightful  to  a  rational  mind,  and  will  fix 
the  powers  of  the  understanding  with  strong  attention,  to 
their  proper  operations,  by  the  very  pleasure  of  it.  Labor 
ipse  voluptas,  is  a  happy  proposition  wheresoever  it  can  be 
applied. 

IV.  Do  not  choose  your  constant  place  of  study  by  the 
finery  of  the  prospects,  or  the  most  various  and  entertaining 
scenes  of  sensible  things.  Too  much  light,  or  a  variety  ot 
objects,  which  strike  the  eye  or  the  ear,  especially  while 
they  are  ever  in  motion  or  often  changing,  have  a  natural 
and  powerful  tendency  to  steal  away  the  mind  too  often 
from  its  steady  pursuit  of  any  subject,  which  we  contem- 
plate ;  and  thereoy  the  soul  gets  a  habit  of  silly  curiosity 
and  impertmence,  of  trifling  and  wandering.  Vagario 
thought  himself  furnished  with  the  best  closet  for  his  study,, 
among  the  beauties,  gaieties  and  diversions  of  Kensington 
or  Hampton-Court.  But  after  seven  years  professing  to 
pursue  learning,  he  M'as  a  mere  novice  still. 

V.  Be  not  in  too  much  haste  to  come  to  the  determina- 
tion of  a  difficult  or  important  point.  Think  it  worth  your 
waiting,  to  find  out  truth.  Do  not  give  your  assent  to  either 
eide  of  a  question  too  soon,  merely  on  this  account,  that  the 
study  of  it  is  long  and  difficult.  Rather  be  contented  with 
ignorance  for  a  season,  and  continue  in  suspense,  till  your 
attention  and  meditation  and  due  labor  have  found  out 
sufficient  evidence  on  one  side.  Some  are  so  fond  of  know- 
ing a  great  deal  at  once,  and  of  talking  of  things  with  free- 
dom and  boldness,  before  they  understand  them,  that  they 
scarcely  ever  allow  themselves  attention  enough  to  search 
the  matter  through  and  through. 

VI.  Have  a  care  of  indulging  the  more  sensual  passions 
and  appetites  of  animal  nature.  They  are  great  enemies 
to  attention.    Let  not  the  mind  of  a  student  be  under  the 

'      Is  it  (lesirnl)le  to  have  oiir  study  i  Effect  of  strongly  desiring  to  know 

pleasantly  situated  T                             j  a  pieat  deal  at  once  ? 

What  is  recoininended,  with  re-  |  Inflect  of  sensual  indulgence  upon 
gard  to  deciding  didicult  and  inipor-  S  tlie  haliit  of  altention  1 — of  llic  in- 
tent points?                                             I  dulgcnce  of  passions'! 


144  OF  ENLARGING  THE  CAPACITY  OF  THE  MIND. 

influence  of  any  warm  affection  to  tliinp^s  of  sense,  when 
he  comes  to  engage  in  the  search  of  truth,  or  tlie  improve- 
ment of  his  understanding.  A  person  under  the  power  of 
love  or  fear  or  anger,  great  pain  or  deep  sorrow,  lias  so 
little  government  of  his  soul,  tliat  he  cannot  keep  it  atten- 
tive to  the  proper  subject  of  his  meditation.  The  passions 
call  SLway  tiie  thouofhts  witii  incessant  importunity  toward 
the  object,  that  e.vcTted  them  ;  and  if  we  indulge  the  fre- 
quent rise  and  roving  of  passions,  we  shall  thereby  procure 
an  unsteady  and  inattentive  habit  of  mind. 

Yet  this  one  exception  must  be  admitted,  namely.  If  we 
can  be  so  happy,  as  to  engage  any  passion  on  tiie  side  of 
the  study,  which  we  are  jnirsuing,  it  may  have  a  great 
influence  to  fix  the  attention  more  strongly  to  it. 

VII.  It  is,  therefore,  very  useful  to  fix  and  engage 
the  mind  in  the  pursuit  of  any  study,  by  a  consideration  of 
the  divine  pleasures  of  truth  and  knowledge,  by  a  sense  of 
our  duty  to  God,  by  a  delight  in  the  exercise  of  oUr  intel- 
lectual fjculties,  by  the  hope  of  future  service  to  our 
fellow-creatures,  and  glorious  advantage  to  ourselves,  both 
in  this  world  and  tliat  which  is  to  come.  These  thoughts, 
though  thpy  may  move  our  affections,  yet  they  do  it  with  a 
proper  influence.  These  will  rather  promote  our  attention, 
than  divprt  it  from  the  subjoct  of  our  meditations.  A  soul, 
inspired  witli  the  fondest  love  of  truth,  and  the  warmest 
aspirations  nftor  sincere  celestial  beatitude,  will  keep  all 
its  powers  attentive  to  the  incessant  pursuit  of  them.  Pas- 
sion is  then  refined,  and  consecrated  to  its  divinest  purposes. 


CHAPTER    XVI. 

OF  ENLARGING  THE  CAPACITY  OF  THE  MIND. 

There  are  three  things,  which  in  an  especial  manner,  go 
to  make  up  that  amplitude,  or  capacity  of  the  mind,  which 
is  one  of  the  noblest  charactrrs  belonging  to  tiie  iinder- 
Btanding.     1.  When  the  mind  is  ready  to  take  in  great  and 

When  iniy  n  pnssinn  lie   coriiiii-  1  lion  1 
clve  to  fix  niicniinii  ?                            j      Mow  mnny  of  tliRse  soven  dlrec-^ 

ImpDrtntil  liitiTciirR  rrimi  thia  re-  I  lions  ran  \oii  miw  slate?  r 

mnrk.'     UV  Hlinnld  miliTivor  to  on-  j       W'liul  if  Die  hoiiM:*  inspired  with 

gage  oi;r  passions   in   fnvor  of  our  |  dm  fonilcst  Imeof  truth,  nnd  warm- 

•tiidiKS.  j  est  ticuircs  for  liPJiven  1 

I«-ist    iliriTtion    for    (Uiiii;    alien     j       I'Ni.AixjiNn  thj:  mi  ni<.  — In  what 


OF  EN1.AKGJNG  THE  CAPACITY  OF  THE  HIND.  145 

sublime  ideas,  without  pain  or  difficulty ;  2.  When  the 
mind  is  free  to  receive  new  and  strange  ^eas,  upon  just 
evidence,  without  great  surprise  or  aversion  ;  3.  When  the 
mind  is  able  to  conceive  or  survey  many  ideas  at  once, 
without  confusion,  and  to  form  a  true  judomcnt,  derived 
from  that  extensive  survey.  The  person,  who  wants  either 
of  these  characters,  may  in  that  res^iect,  be  said  to  have  a 
narrow  gemus.  Let  us  diffuse  our  meditations  a  little  upon 
this  subject. 

I.  That  is  an  ample  and  capacious  mind,  which  is  ready 
to  take  in  vast  and  sublime  ideas,  without  pain  or  difficulty. 
Persons,  who  have  never  been  used  to  converse  with  any 
thing  but  the  common,  little  and  obvious  affiiirs  of  life,  have 
acquired  a  narrow  or  contracted  habit  of  soul,  that  they  are 
not  able  to  stretch  their  intellects  wide  enough  to  admit 
large  and  noble  thoughts.  They  are  ready  to  make  their 
domestic,  daily  and  familiar  images  of  things  the  measure 
of  all  that  is,  and  all  that  can  be.  Talk  to  them  of  the  vast 
dimensions  of  the  planetary  worlds  ;  tell  them,  that  our  star 
called  Jupiter  is  a  solid  globe,  1400  times  larger  than  the 
earth  ;  that  the  sun  is  a  vast  globe  of  fire,  above  a  thousand 
times  larger  than  Jupiter;  that  is,  1400,000  times  larger 
than  the  earth  ;  that  the  distance  from  the  earth  to  the  sun 
is  96  millions  of  miles  ;  and  that  a  cannon  bullet,  shot  from 
the  earth,  would  not  arrive  at  the  nearest  of  the  fixed  stars, 
in  some  hundreds  of  years  ;  they  cannot  bear  the  belief,  but 
hear  all  these  glorious  labors  of  astronomy,  as  a  mere  idle 
romance.  Inform  them  of  the  amazing  swiftness  of  the 
motion  of  some  of  the  smallest  or  the  largest  bodies  in 
nature.  Assure  them,  according  to  the  best  philosophy, 
that  the  planet  Venus,  (that  is,  our  morning  or  evening  star, 
which  is  nearly  as  large  as  our  earth,)  though  it  seems  to 
move  from  its  place  but  a  few  yards  in  a  month,  does  really 
fly  81,000  miles  in  an  hour  ;  tell  them,  that  the  rays  of  light 
shoot  from  the  sun  to  our  earth  at  the  rate  of  200,000  mileg 
in  the  second  of  a  minute,  they  stand  aghast  at  such  talk, 
and  believe  it  no  more,  than  the  tales  of  giants  fifty  yards 
"high,  and  the  rabbinical  fables  of  Leviathan,  who  every  day 
swallows  a  fish,  three  miles  long,  and  is  thus  preparing 

three  things,  does  amplitude  of  mind  i  blime  ideas'! 
.consist  1  \      How  are  persons,  who  lack  this 

In  wliat  respect,  is  any  person  a  i  quality,  alTected,  when  told  of  th« 
narrow  genius,  who  wants  any  of  j  wonders  of  astrotioniy  ? — of  the  won' 
thesel  j  ders  of  the  niicrosropel — iMeaniDg 

What  in  (hat  mind  called,  which  \  of  nstronumy  1 — of  viicrimcope'! 
can  readily   take   in  great  and  su-  ' 

13 


146  OF  2NLARG1^'G  THE  CAPACITY  OF   THE  MIND. 

himself  to  be  the  food  and  entertainment  of  the  blessed  at 
the  feast  of  Paraise. 

Note  VI,  sr  the  Editor. 

[  Wonders  of  Astronomy. — Since  the  days  of  Watts,  vast 
improvements  have  been  made  in  optical  instruments,  es- 
pecially the  telescope.  This  has  enabled  astronomers  to 
cultivate  a  more  intimate  acquaintance  with  the  starry 
heavens.  Important  corrections  have  been  made  in  astro- 
nomical instruments  ;  and  the  wonders  of  astronomy  have 
appeared  more  wondrous  still.  Some  of  the  statements  of 
Watts,  therefore,  are  far  below  the  truth.  There  is  no 
doubt  now  amont^  philosophers,  that  Jupiter  is  1400  times 
larger  than  the  earth  ;  that  the  sun  is  about  1000  times 
larger  than  Jupiter,  that  the  earth  is  more  than  95  millions 
of  miles  from  the  sun;  that  it  moves  81,000  miles  every 
hour;  and  that  light  moves  about  200,000  miles  every 
second.  These  corrections  have  accordingly  been  made 
in  tlie  statements  of  Watts.] 

These  unenlarged  souls  are  in  the  same  manner,  dis- 
gusted with  the  wonders,  which  the  microscope  has  dis- 
covered, concerning  the  shape,  the  limbs  and  motions  of 
ten  thousand  little  animals,  whose  united  bulk  would  not 
equal  a  pepper  corn.  They  are  ready  to  give  the  lie  to  all 
the  improvements  of  our  senses,  by  the  invention  of  a  va- 
riety of  glasses,  and  will  scarcely  believe  any  thing  beyond 
the  testimonv  of  their  naked  eye,  without  the  assistance  of 
art.  Now  if  we  would  attempt  in  a  learned  manner,  to  re- 
lieve the  minds,  that  labor  under  this  defect, 

1.  It  is  useful  to  begin  with  some  first  principles  of 
(reometry,  and  lead  them  onward  by  degrees  to  the  doc- 
trine of  quantities,  which  am  incommensurable,  or  which 
will  admit  of  no  common  moasure,  though  it  be  ever  so 
Rmall.  By  this  means,  they  will  seethe  necessity  of  ad- 
mitting the  infinite  divisibility  of  space  or  matter. 

This  same  "doctrine  may  also  be  proved  to  their  under- 
standings, and  almost  to  their  senses,  by  some  easier  argu- 

Wliy  nro  Home  of  WalU's  stale-  |  Witli  what  first  principles,  sliould 

mcniH  ill  nstroiioiny.  very  clifTeioiit  i  wi^  Ix'iiiii,  in  orilcr  to  cure  the  fl rot 

from  those  of  the  preseiil  day  1    i^eo  j  kind  of  narrow  mindedness? 

NotK  VI.                                                    j  How    many    miles    iu    cirr.nmter- 

Moaninc  of  o/itic*  7 — nf  lelesr.opr?  j  eii<  e.  is  llio  larlli  ?     About  25,000-- 

What  hody   movnB   81,0110  miles  j  Meaning  of  ctrcum/erfnce 7 

every  lioiix  1                                           '  ^ 


OF  ENLAIIGING  THE  CAPACITV  OF  THE  MIND.  147 

ments  in  a  more  obvious  manner.  As  the  very  opening 
and  closing  of  a  pair  of  compasses,  will  evidently  prove, 
that  if  the  smallest  supposed  part  of  mattor  bo  put  between 
the  points,  there  will  be  still  less  and  less  distAice  all  the 
way  between  the  legs,  till  you  come  to  the  head  or  joint. 
Wherefore,  there  is  no  such  thing  possible  as  the  smallest 
quantity.  But  a  little  acquaintance  with  true  philosophy 
and  mathematical  learning  would  soon  teach  them,  that 
there  are  no  limits  either  as  to  the  extension  of  space,  or  to 
the  division  of  body,  and  would  lead  them  to  believe,  there 
are  bodies  amazingly  great  or  small,  beyond  their  present 
imagination. 

2.  It  is  proper  also  to  acquaint  them  Avith  the  circum- 
ference of  our  earth,  which  may  be  proved  by  very  easy 
principles  of  geometry,  geography  and  astroiK)my,  to  be 
about  '25,000  miles  round  ;  as  it  has  been  actumy  found  to 
have  this  dimension  by  mariners  who  have  sailed  round  it. 
Then  let  them  be  taught,  that  in  every  '24  hours,  either  the 
sun  and  stars  must  all  move  round  this  earth,  or  the  earth 
must  turn  round  upon  its  own  axis.  If  the  earth  itself  re- 
volve thus,  then  each  house  or  mountain  near  the  equator, 
must  move  at  the  rate  of  a  thousand  miles  in  an  hour.  But 
if,  as  they  generally  suppose,  the  sun  or  stars  move  round 
the  earth,  then,  the  circumference  of  tlicir  several  orbits  or 
spheres  being  vastly  greater  than  this  earth,  they  must  have 
a  motion  prodigiously  swifter  than  a  thousand  mdes  an  hour. 
Such  a  thouglit  as  this  M-ill  by  degrees,  enlarge  their  minds, 
and  they  wdl  be  taught,  even  upon  their  ov/n  principle  of 
tne  diurnal  revolutions  of  the  heavens,  to  take  in  some  of 
the  vast  dimensions  of  the  heavenly  bodies,  their  spaces 
and  motions. 

•i.  To  this,  should  be  added  the  use  of  telescopes,  tc 
help  them  to  see  the  distant  wonders  in  the  skies ;  and 
microscopes,  which  discover  the  minutest  part  of  little  ani- 
mals, and  reveal  some  of  the  finer  and  most  curious  works 
of  nature.  They  should  be  acquainted  also  Avith  some 
other  noble  mventions  of  modern  philosophy,  which  have  a 
great  influence  to  enlarge  the  human  understanding:  of 
which  I  shall  take  occasion  to  speak  more  under  the  next 
nead. 

4.  For  the  same  purpose,  they  may  be  invited  to  read 
those  parts  of  Milton's  admirable  Poem,  entitled  Paradise 
Lost,  where  he  describes  the  armies  and  powers  of  angels, 
the  wars  and  the  senate  of  devils,  the  creation  of  this  earth, 
togetlier  with  the  descriptions  of  heaven,  hell  aud  paradise. 


148  OF  EM.ARGING  THE  CAPACITY  OF  THE  MIND. 

It  must  be  granted  that  poesy  often  deals  in  these  vast 
and  sublime  ideas.  And  even  if  the  subject  or  matter  of 
the  poem  does  not  require  such  amazing  and  extensive 
thoughts ,•  yet  tropes  and  fio-ures,  M'hich  are  some  of  the 
main  powers  and  beauties  of  poesy,  do  so  gloriously  exalt 
the  matter,  as  to  give  a  sublime  imagination,  its  proper 
relish  and  delight.    So  wiien  a  boar  is  chaffed  in  hunting, 

His  .nostrils  flames  exjiire, 

And  his  red  cye-biills  roll  with  living  fire.— Dnjdm. 

When  Ulysses  withholds  and  suppresses  his  resentment, 

His  wnith  coinprest 

Rercilinj;,  muttered  tliiinder  in  his  breast. — Pope. 

But  especially  where  the  subject  is  grand,  the  poet  fails 
not  to  repxescnt  it  in  all  its  grandeur.  So  when  the  su- 
premacy oTa  God  is  described. 

He  sees  with  equal  eye,  as  Ood  of  all, 

A  hero  perish,  ur  a  sparrow  fall  ; 

Atoms  or  systems,  into  ruin  huri"d, 

And  now  a  bubble  burst,  and  now  a  world. —  Pope. 

This  sort  of  writings  has  a  natural  tendency  to  enlarge 
the  capacity  of  tlic  mind,  and  make  sublime  ideas  familiar. 
But  instead  of  running  always  to  ancient  IJeathen  poesy, 
with  this  design,  we  may  with  equal  if  not  superior  advan- 
tage, apply  ourselves  to  converse  with  some  of  the  best  of 
our  modern   poets,   as  well   as   with  tiie    writings  of  tJie 

Crophets,  and  the  poetical  parts  of  the  Bible,  namely,  the 
ook  of  Job  and  the  Psalms,  in  which  sacred  authors,  we 
shall  find  sometimes  more  sublime  ideas,  more  glorious 
oescriptions,  more  elevated  language,  tlian  the  fondest 
critics  have  ever  foimd  in  any  of  the  Heathen  versifiers 
cither  of  Greece  or  Rome  ;  for  the  eastern  writers  use  and 
allow  much  stronger  figures  and  tropes  than  the  western. 

Now  there  are  many  and  great  and  sacred  advantages  to 
be  derived  from  this  sort  of  enlargement  of  the  mind. 

It  will  lead  us  into  more  exalted  apprehensions  of  the 
great  God  our  Creator,  than  ever  we  liad  Ix-fore.  It  will 
entertain  our  thoughts  with  holy  wonder  and  amazement, 
while  we  contemplate  that  being  who  created  these  various 

nfTcrt  of  readiii)' sublime  poetry  1  1  roniemplation  of  his  amazing  worku, 

Meanlni!  n( suhlimi  ?  i  suiled  lo  inspire  1 

Of  wli.iin,  doPH  this  enlarcemcnt  (       .^trikinc  line,  of  Dr.  Yonnp,  upon 

of  tniu.l  help  us  to  form  exalted  con-  this   sulijerl?      "An   undevout  o» 

ceptionsl  tronomer,  i«  mad." 

What  feelings  toward  Cod    ii!  the  i 


OF  KNLARGIxNS  THE   CAPACITY  OF  THE  MINI*.  14JJ 

works  of  surprising  greatness,  and  surprising  smallness 
who  has  displayed  most  inconceivable  wisdom  in  the  con- 
trivance of  all  the  parts,  powers  and  motions  of  these  little 
animals  invisible  to  the  naked  eye  ;  who  has  manifested  a 
most  divine  extent  of  knowledge,  power  and  greatness,  in 
forming  and  moving  the  vasi  bulk  of  the  lieavenly  bodies, 
and  in  surveying  and  comprehending  all  those  unmeasura- 
ble  spaces,  in  which  they  move.  Fancy,  witli  all  lier  ima- 
ges, is  fatigued  and  overwhelmed  in  following  the  planetary 
worlds  through  such  immense  stages,  such  astonisliing 
journies,  as  tliese  are,  and  resigns  its  place  to  tlic  pure  in- 
tellect, which  learns  by  degrees  to  take  in  such  ideas  as 
these,  ^nd  to  adore  its  Creator  with  new  and  sublime  devo- 
tion. 

And  not  only  are  we  taught  to  form  justor  ideas  of  the 
great  God  by  these  methods,  but  this  enlargement  of  the 
mind  carries  us  on  to  nobler  conceptions  of  his  intelligent 
creatures.  The  mind,  that  deals  only  in  vulgar  and  com- 
mon ideas,  is  ready  to  imagine  the  nature  and  powers  of 
man  to  come  something  too  near  to  God  his  Maker  ;  be- 
cause we  do  not  see  or  sensibly  converse  with  any  beings 
superior  to  ourselves.  But  when  the  soul  has  obtained 
a  greater-amplitude  of  thought,  it  will  not  then  immediately 
pronounce  every  thing  to  be  God,  wiiich  is  above  man.  It 
then  learns  to  suppose,  there  ma}'  be  as  many  various  ranks 
of  beings  in  the  invisible  world,  in  a  constant  gradation 
superior  to  us,  as  we  ourselves  are  superior  to  all  the  ranks 
of  being  beneath  us  in  this  visible  world  ;  even  though  we 
descend  downv/ard  far  below  the  ant  and  the  worm,  the 
snail  and  tlie  oyster,  to  the  least  and  to  the  dullest  animated 
atoms,  which  are  discovered  to  us  by  microscopes. 

By  this  means,  we  shall  be  able  to  suppose  what  powers 
angels,  whether  good  or   bad,  must  possess,   as   M'ell  as 

?rodigious  knowledge,  in  order  to  oversee  the  realms  of 
'ersia  and  Greece  of  old  ;  or  if  any  such  superintend  the 
affairs  of  Great  Britain,  France,  Ireland,  Germany,  &c.  in 
our  days  ;  what  power  aiul  speed  are  necessary  to  destroy 
one  hundred  eighty-five  thousand  armed  men  in  one  night 
in  the  Assyrian  camp  of  Sennacherib,  and  all  the  first-born 
in  the  land  of  Egypt  in  another,  each  of  which  is  attributed 
to  an  angel. 

By  these  steps,  we  shall  ascend  to  form  more  just  ideas  of 

Of  whom,  besides  God,  does  this  |  Snliliine  conjecture  of  Watts,  con- 
enlareeiiieiitof  mind  help  us  to  form  |  cerning  the  various  ranks  of  beings! 
nobler  conceptions.^  j 

13* 


150  OF  E>'LARGI.\G  THE  CAPACITY  OF  THE  MI.ND. 

the  knowledge  and  grandeur,  the  power  and  glory  of  the 
Man  Jesus  Christ,  who  is  intimately  united  to  God,  and  is 
one  with  him.  Doubtless  he  is  furnished  Avith  superior 
poAvers  to  all  tiie  angels  in  heaven,  because  he  is  employed 
m  superior  work,  and  appointed  to  be  the  sovereign  Lord 
ol"  all  the  visible  and  invisible  worlds.  It  is  his  human 
nature,  in  which  the  Godliead  dwells  bodily,  that  is  ad- 
vanced to  these  honours  and  to  this  empire  ;  and  perhaps  ^ 
tiiere  is  little  or  nothing  in  the  government  of  the  kingdoms  % 
of  nature  and  grace,  but  what  is  transacted  by  the  Man 
Jesus,  inhabited  by  the  divine  power  and  wisdom,  and  em- 
ployed as  a  medium  or  conscious  instrument  of  this  exten- 
sive gubernation. 

II.  I  proceed  now  to  consider  the  next  thing,  "wherein 
the  capacity  or  amplitude  of  the  mind  consists,  and  that  is, 
when  the  mind  is  free  to  receive  new  and  strange  ideas  and 
propositions  upon  just  evidence,  without  any  great  surprise 
or  aversion.  Those,  who  conhne  themselves  within  the 
circle  of  their  own  hereditary  ideas  and  opinions,  and  who 
never  give  themselves  leave  so  much  as  to  examine  or 
believe  any  tiling,  beside  the  dictates  of  their  own  family 
or  sect  or  party  are  justly  charged  with  a  narrowness  of 
soul.  Let  us  silrvoy  some  instances  of  this  imperfection, 
and  then  direct  to  tlie  cure  of  it. 

L  Persons  who  have  been  bred  up  all  their  days  within 
the  smoke  of  tiieir  father's  chimney,  or  witliin  the  limits  of 
their  native  town  or  village,  are  surprised  at  every  new 
sigiit  that  appears,  when  tliey  travel  a  tow  miles  from  home. 
The  plowman  stands  ama/.ed  at  the  shops,  the  trade,  the 
crouds  of  people,  the  magnificent  buildings,  the  pomp  and 
riches  and  equipage  of  tlie  court  and  city,  and  would 
hardly  believe  what  was  told  him,  liefure  he  saw  it.  On  the 
other  iiand,  tiie  cuckuey  travelling  into  tiie  country,  is  sur- 
prised at  many  actions  of  tlie  quadru]ied  and  winged  ani- 
mals in  the  field,  and  at  many  common  practices  of  rural 
afiairs. 

If  either  of  these  liappens  to  lioar  an  account  of  the  fa- 
miliar and  daily  customs  of  toreign  countries.  In;  jironounces 
tlicm  at  once  indecent  and  ridiculous.  So  nnrrow  arc  their 
understandings,  and  their  thoughts  so  confined,  that  they 

Hecond  narrowness  of  iiiIimI  !  !  lie  visits  tlie  city  1 

How  is  such   ii.irrinviirHH  rnrcd  1  j       VVIiiil  siirnrisijs  the  rnrkney,  when 

By  travellinc  rciiiliii!;,  conviTsation,  j  he  visits  llie  coiiiUry  1 

mill  pliilosnpliical  nx|i'Tiiiii'iiis,  j       Mdiniii!.'  of  cuckneiil      An    igno- 

What  aiii:iZf8the{iU>wiii:iii,  when  j  rani  or  coiileiiiplilile  Londoner. 


OF  ENLARGING  THE  CAPACITY  OF  THE  MIND.  151 

know  not  how  to  believe  any  thing  wise  or  proper,  besides 
what  they  have  been  tauglit  to  practise. 

This  narrowness  of  mind  should  be  cured  by  hearing  and 
reading  the  accounts  of  different  parts  of  the  world,  and  the 
histories  of  past  ages,  and  of  nations  and  countries  distant 
from  our  own,  especially  the  more  polite  parts  of  mankind. 
Nothing  tends  in  this  respect  so  much  to  enlarge  the  mind, 
as  travelling,  that  is,  makmg  a  visit  to  other  towns,  cities  or 
countries,  besides  tiiose  in  which  we  were  born  and  edu- 
cated. Where  our  condition  does  not  grant  us  this  privi- 
lege, we  must  endeavor  to  supply  the  want  by  books. 

2.  It  is  the  same  narrowness  of  mind,  that  awakens  the 
surprise  and  aversion  of  some  persons,  when  they  hoar  of 
doctrines  and  schemes  in  human  atfairs  or  in  religion,  quite 
different  from  what  they  have  embraced.  Perliaps  they 
have  been  trained  up  from  their  infancy  in  one  set  of  notions, 
and  their  tliouglus  have  been  confined  to  one  single  track 
both  in  the  civil  and  religious  life,  witliout  ever  hearing  or 
knowing,  what  other  opinions  are  current  among  mankind  ; 
or  at  least,  they  have  seen  all  other  notions  besides  their 
own,  represented  in  a  false  and  malignant  liglit ;  where- 
upon they  judge  and  condemn  at  once,  every  sentiment 
but  what  their  own  party  receives,  and  they  think  it  a  piece 
of  justice  and  truth  to  lay  heavy  censures  upon  the  practice 
of  every  different  sect  in  Christianity  or  politics.  They 
have  so  rooted  themselves  in  the  opinions  of  their  party, 
that  they  cannot  hear  an  objection  with  patience,  nor  can 
they  hear  a  vindication,  or  so  much  as  an  apology  for  any 
set  of  principles  beside  their  own.  All  the  rest  is  nonsense 
or  heresy,  folly  or  blasphemy. 

This  defect  also  is  to  be  relieved  by  free  conversation 
with  persons  of  different  sentiments.  This  will  teach  us  to 
bear  with  patience  a  defence  of  opinions  contrary  to  our 
own.  If  we  are  scholars,  we  should  also  read  the  objections 
against  our  own  tenets,  and  view  the  principles  of  other 
parties,  as  they  are  represented  in  their  own  authors,  and 
not  merely  in  the  citations  of  those  who  would  confute 
them.  We  should  take  an  honest  and  unbiassed  survey  of 
the  force  of  reasoning  on  all  sides,  and  bring  all  to  the  test 
of  unprejudiced  reason  and  divine  revelation. 

JVote,  This  is  not  to  be  done  in  a  rash  and  self-sufficient 

How  do  some  very  nurrowniinded   |       In   what  works,  should  we  read 
persons   regard   all   principles,     but  \  the  principles  of  other  parties  "? 
their  own  1  \      To  what  test,  should  we  hring  alt 

How  can  this  he  cured  1  i  our  opinior.s,  and  all  olijcctiuna  to 

MeaDini;  of  tenet.;  t  thcni  1 


152 


OK  ENLARGING  THE  CAPACITl   Of  THE  MIND. 


maimer ;  but  Avith  a  humble  dependence  on  divine  wisdom 
and  grace,  while  we  walk  amon^  snares  and  dangers. 

By  such  a  free  converse  with  persons  of  different  sects 
(especially  those  who  differ  only  in  particular  forms  of 
Christianity,  but  a^ree  in  the  great  and  necessary  doc- 
trines] we  sliall  find,  tliat  there  are  persons  of  good  sense 
and  vn-tue,  persons  of  piety  and  wortli,  persons  of  mucli 
candor  and  goodness,  Avho  belong  to  different  parties,  and 
have  imbibed  sentiments  opposite  to  each  other.  Tiiis  will 
Boften  the  rouglmess.  of  an  unpolished  soul,  and  enlarge  the 
avenues  of  our  charity  toward  otliers,  and  incline  us  to  re- 
ceive them  into  all  the  degrees  of  unity  and  affection,  which 
the  word  of  God  requires. 

3.  I  may  borrow  further  illustrations  both  of  this  free- 
dom and  this  aversion  to  receive  new  trutlis,  from  modern 
astronomy  and  natural  philosopliy.  liow  nuich  is  tlie  vul- 
gar part  of  the  world  surprised  at  the.  talk  of  the  diurnal  and 
annual  revolutions  of  the  earth  ?  TJiey  luive  ever  been 
taught  by  their  senses  and  their  neiglibors,  to  imagine,  the 
earth  stands  fixed  in  the  centre  of  tlie  universe,  and  that 
the  sun,  with  all  the  planets  and  the  fixed  stars,  is  wliirled 
round  tiiis  little  globe  once  in  tweuty-four  liours  ;  not  con- 
sidering, that  sucli  a  diurnal  motion,  by  reason  of  the  dis- 
tance of  some  of  tliose  iieavenly  bodies,  must  be  almost 
infinitely  swifter  and  more  iiicducoivable,  than  any  winch 
the  modern  astrouomers  attribute  to  them.  Toll  these  per- 
sons, that  the  sun  ts  fixed  in  tlie  centre,  lliat  the  eartli,  and 
all  the  planets,  roll  round  the  sun  in  tlieir  several  periods, 
and  that  the  moon  rolls  round  the  earth  in  a  lesser  circle, 
while  together  with  tlie  earth,  she  is  carried  round  the  sun, 
they  cannot  admit  a  syllable  of  this  new  and  strange  doc- 
trine, and  they  pronounce  it  utterly  contrary  to  all  sense 
and  reason. 

Acquaint  them,  that  there  are  four  moons  also  perpetu- 
ally rolling  round  the  planet  .lu])iter,  and  cairied  along  with 
him  in  his  periodical  circuit  round  the  sun,  which  little 
moons  were  never  known  till  the  year  1(110,  when  (Jalileo 
discovered  them  by  his  telescope  ;  inform  them,  that  Saturn 
has  seven  moons  of  the  same  kind  atti-nding  him  ;  and  that 
the  body  of  that  planet  is  encompassed  with  two  broad,  flat 


\VIi:il  pleasitiK  (HHcoverics  Kliall 
we  make,  liy  convTrsini'  kiiiilly  aiirt 
(Veely,  with  pernoiis  of  various  r<!- 
ligiriiH  (letKiiiiiii.'itionH  ? 

What  eir«(l  will  tliii)  have  upon 
^hc  unpci!i8licd  DiInO  1 


'I'o  wimt,  Jii  many  cniisider  Iho 
wonders  of  •irilronuiiiy,  its  being  con- 
Irnry  ? 

Mow  many  inoims  liaff  Pntum  1 
How  many  ringH  hm  Saturn  1 


OF  ENJLARCIiMG  THE  CAPACITY  Ol'  TUE  MIND.  153 

circular  rings,  the  nearest  distant  from  the  planet  34  thou- 
sand miles,  they  look  upon  these  things  as  tales  and  fancies; 
and  will  tell  you  that  the  glasses  do  but  delude  your  eyes 
with  vain  images ;  and  even  when  they  themselves  consult 
their  own  eye-sight  in  the  use  of  these  tubes,  the  narrow- 
ness of  their  mind  is  such,  that  they  will  scarcely  believe 
their  senses,  wjien  they  dictate  ideas  so  new  and  strange. 

And  if  you  proceed  further,  and  attempt  to  lead  tnem 
into  a  belief,  that  all  those  planetary  worlds  are  habitable, 
and  it  is  probable,  they  arc  replenished  with  intellectual 
beings,  dwelling  in  bodies,  they  vnll  deride  the  folly  of  him 
that  informs  them  ;  for  they  resolve  to  believe,  there  are  no 
habitable  worlds  but  this  earth,  and  no  spirits  dwelling  in 
bodies  besides  mankind  ;  and  it  is  well,  if  they  do  not  fix 
the  brand  of  heresy  on  the  man,  who  is  leading  them  out  of 
their  long  imprisonment,  and  loosing  the  fetters  of  their 
souls. 

There  are  many  other  things  relating  to  mechanical  ex- 
periments, and  to  the  properties  of  tiie  air,  water,  fire,  iron, 
the  loadstone,  and  other  minerals  and  metals,  as  well  as  the 
doctrine  of  the  sensible  qualities,  namely,  colors,  sounds, 
tastes,  &c.  which  tliis  class  of  men  cannot  believe,  for  want 
of  a  greater  amplitude  of  mind. 

The  best  way  to  convince  them,  is  by  giving  them  some 
acquaintance  with  the  various  experiments  in  philosophy, 
and  proving  by  ocular  demonstration  the  multiform  and 
amazing  operations  of  the  air  pump,  the  loadstone,  the 
chemical  furnace,  optical  glasses  and  mechanical  engines. 
By  this  means,  the  understanding  will  stretch  itself  by  de- 
grees, and  when  tliey  have  found  there  are  so  many  new  and 
Btrange  things,  tiiat  arc  most  evidently  true,  they  will  not 
be  so  forward  to  condemn  every  new  proposition  in  any  of 
the  other  sciences,  or  in  the  affairs  of  religion  and  civil  life. 

III.  The  capacity  of  the  understanding  includes  yet 
another  qualification,  and  that  is,  an  ability  to  receive  many 
ideas  at  once,  without  confusion.    The  ample  mind  takes  a 

What  if  these  narrow-minded  per-  i  they  he  viewed  in  vers*  rapid  siic- 
sons  are  tuld,  that  the  planets  are  |  cession,  and  seem,  as  though  they 
probably  inhabited  1  S  were  viewed  at  the  same  moment ! 

What  experiments  may  be  best  *  Can  any  mind,  contemplate  more 
suited  to  convince  such  persons  of  i  than  one  object,  at  the  same  mo- 
their  errors  1  \  ment  ?      The  divine  Mind  certainly 

Third  thins,  in  which  the  ampli-  S  can  ;  and  propably  some  human 
tude  of  tlie  mind  consists'!  \  minds  can   at  the    same   moment, 

Is  it  probable,  that  the  mind  can  j  contemplate  several, 
contemplate  a  great  variety  of  ob-  \      Why  djessuch  a  view  seem  need - 
jects,  at  the  Same  moment  ?  or  may  \  ful  for  a  correct  decision  1    Several 


154  OF  ENLARGING  THE  CAPACITY  OF  THE  MIND. 

survey  of  several  objects  with  one  glance,  keeps  them  all 
within  sight,  and  present  to  the  soul,  that  they  may  be  com- 
pared together  in  tlieir  mutual  respects.  It  forms  just 
judgments,  and  it  draws  proper  inferences  from  this  com- 
parison, even  to  a  great  length  of  argument,  and  a  chain 
of  demonstrations. 

The  narrowness,  that  belongs  to  minds  in  general,  is  a 
great  imperfection  and  impcdnnent  to  wisdom  and  happi- 
ness. There  are  but  few  persons,  who  can  contemplate,  or 
practise  several  things  at  once.  Our  faculties  are  very 
limited  ;  and  while  we  are  intent  upon  one  part  or  property 
of  a  subject,  we  have  but  a  slight  glimpse  of  the  rest  or  we 
lose  it  out  of  sight.  But  it  is  a  sign  of  a  large  and  capa- 
cious mind,  if  we  can  with  one  single  view  take  in  a  variety 
of  objects;  or  at  least,  v.'hen  the  mind  can  apply  itself  to 
several  objects  with  so  swift  a  succession,  and  in  so  few 
moments,  as  attains  almost  the  same  ends,  as  if  it  were  all 
done  in  tlie  same  instant. 

This  is  a  necessary  qualification,  in  order  to  great  knowl- 
edge and  good  judgment.  For  there  are  several  things  in 
human  life,  in  religion  and  in  the  sciences,  which  nave 
various  circumstances,  appendixes  and  relations  attending 
them  ;  and  witliout  a  survey  of  all  those  ideas,  which  arc 
mutually  related  and  connected,  avc  are  often  in  danger  of 
passing  a  false  judgment  on  the  subject  proposed.  It  is  for 
this  reason,  there  are  so  many  controversies  among  tlie 
learned  and  unlearned,  in  matters  of  religion,  as  well  in  the 
affairs  of  civil  government.  The  notions  of  sin,  and  duty  to 
God  and  our  fellow-creatures  ;  of  law,  justice,  authority  and 
power;  of  covenant,  faith,  lustificntion,  redemption  and 
grace;  of  church,  bishop,  ordination,  (!vc.  contain  in  them 
such  complicated  ideas,  that  when  we  are  to  judge  of  any 
thing  concerning  them,  it  is  hiird  to  take  into  our  view  at 
once,  all  the  attendants  or  consequents,  thnt  must  and  will 
be  concerned  in  the  determination  of  a  single  question. 
And  yet  without  a  due  attimtion  to  many,  or  to  most 
of  these,  we  are  in  danger  of  determining  the  question 
amiss. 


clrciirnHtanres  niitst  licronipnred,  in  1  lilciis  together,  unless  they  are  to- 
order  for  nrorrccl  com-liiHion.  J  Ri'ther. 


3 


lliuv  many   ideas  miisl  bp  in  the  i       lliiw  many  idoas  must   the  mind 

mind  nt  a  timii.  in  order  to  form  a  i  have  at  onre,  in  orderin  Torm  n  clear 

comparimm  1     At   eanl  two.  1  rnncepijon  of  ti  trianpic  ?     At  least 

VVIiy?     A  comparison  always  im  |  tlirec. 
plies  at  Ica-ft  two  thinuH  compared,  Why  1      Bi'r.nnse   a   irlanfiln   has 

and  the  mind  cannot  compare  two  j  three  wdos. 


OF  ENLARGING  THE  CAPACITY  OF  THE  MIND.  155 

It  is  owing  to  the  narrowness  of  our  minds,  that  we  are 
exposed  to  the  same  peril  in  the  matters  of  human  duty  and 
prudence.  In  many  things,  whicli  we  do,  we  ought  not 
only  to  consider  the  mere  naked  action  itself,  but  tlie  per- 
sons who  act,  the  persons  toward  whom,  the  time  when,  the 
place  where,  the  manner  how,  the  end  for  which,  the  action 
is  done,  together  v.ith  the  effects,  that  must,  or  that  may 
follow,  and  all  other  surrounding  circumstances.  These 
things  must  necessarily  be  taken  into  our  view,  in  order  to 
determine  whether  the  action,  indifferent  in  itself,  is  either 
lawful  or  unlawful,  good  or  evil,  wise  or  foolish,  d^ent  or 
indecent,  proper  or  improper. 

Let  me  give  a  plain  instance  for  the  illustration  of  this 
matter.  Mario  kills  a  do^ ;  which,  considered  merely  in 
itself,  seems  to  be  an  indifferent  action.  Now  the  dog  was 
Timon's,  and  not  his  own.  This  makes  it  look  unlawful. 
But  Timon  bid  him  do  it.  This  gives  it  an  appearance  of  ^ 
lawfulness  again.  It  was  done  at  church,  and  in  time  of 
divine  service.  These  circumstances  added,  cast  on  it  an 
air  of  irreligion.  Cut  the  dog  flew  at  Mario,  and  put  him 
in  danger  of  his  life.  This  relieves  the  seeming  impiety  of 
the  action.  But  Mario  might  have  escaped  by  flyiug  thence. 
Therefore,  the  action  appears  to  be  improper.  "But  the  dog 
was  known  to  be  mad  ;  this  further  circumstance  makes  it 
almost  necessary,  that  the  doi^'  should  be  slain,  lest  he 
might  attack  the  assembly,  and  do  much  miscliief.  Yet 
again,  Mario  killed  him  witli  a  pistol,  w'hicli  ho  happened  to 
have  in  his  pocket,  since  yesterday's  journey. — Now  here- 
by the  whole  congregation  was  terrified  and  discomposed, 
and  divine  service  was  broken  off.  This  carries  in  it  an 
appearance  of  great  indecency  and  impropriety.  But  after 
all,  when  we  consider  a  further  circumstance,  that  Mario, 
being  thus  violently  assaulted  by  a  mad  dog,  had  no  way 
of  escape,  and  had  no  other  weapon  about  him,  it  seems  to 
take  away  all  the  color  of  impropriety,  indecency  or  unlaAv- 
fulness,  and  to  allow,  that  the  preservation  of  one  or  many 
lives  may  justify  tlie  act  as  wise  and  good.  Now  all  these 
concurrent  appendixes  of  the  action  ought  to  be  surveyed, 
in  order  to  pronounce  with  justice  and  truth,  concerning  it. 

There  are  a  multitude  of  human  actions  in  private  life,  in 
domestic  affairs,  in  traffic,  in  civil  government,  in  courts  of 

Can  you  mention  some  of  the  cir-  i  mentioned? 

cumstatices,  that  mrist  often  be  taken  !       What   circumstances,    taken    by 

^nto   view,  in   order  to  determine,  \  thetnselves,  would  seem  to  imply, 

whutlier  an  action  is  ;;oo<l  or  liad  1  |  lliat   he  did   wrong! — that  he  did 

Did   Maiio  do   riglit,   in  tlie  case  \  right? 


15G     OF  ENLAHGING  THE  CAPACITY  OK  THE  MIND. 

justice,  in  schools  of  learning,  &c.  which  have  so  many 
complicated  circumstances,  aspects  and  situations,  with  re- 
gard to  time  and  place,  persons  and  things,  that  it  is  impos- 
.sible  for  any  one  to  pass  a  right  judgment  concerning  them, 
without  entering  into  most  of  these  circumstances,  and  sur- 
veying them  extensively,  and  comparing  and  balancing 
them  all  aright. 

Whence  oy  the  way,  I  may  take  occasion  to  say,  how 
many  thousands  there  are,  wlio  take  it  upon  them  to  pass 
their  censures  on  the  personal  and  the  domestic  actions  of 
other^  who  also,  pronounce  boldly  on  the  affairs  of  the 
public,  and  determine  the  justice  or  madness,  the  wisdom 
or  folly  of  national  administrations,  of  peace  and  war,  &-c. 
whom  neither  God  nor  nicn  ever  qualified  for  such  a  post 
of  judgment.  They  were  not  capable  of  entering  into  the 
numerous  concurring  springs  of  action  ;  nor  had  they  ever 
taken  a  survey  of  the  twentieth  part  of  the  circumstances, 
which  were  necessary  for  such  judgments  or  censures. 

It  is  the  narrowness  of  our  minds,  as  well  as  the  vices  of 
the  will,  that  often  prevents  us  from  taking  a  full  view  of 
all  the  complicated  and  concurring  appendixes,  tliat  belong 
to  human  actions.  Tlience  it  comes  to  pass,  that  there  ia 
80  little  right  judgment,  so  little  justice,  prudence  or  de- 
cency, practised  among  the  bulk  of  mankind.  Thence  arise 
infinite  reproaches  and  censures,  aJike  foolish  and  un- 
righteous. You  sec,  therefore,  how  needful  and  happy  a 
thing  it  is,  to  be  possest  of  some  measure  of  this  amplitude 
of  soul,  in  order  to  make  us  very  wise  or  knowing  or  just  or 
prudent  or  happy. 

I  confess,  tins  sort  of  amplitude  or  capacity  of  mind,  is  in 
a  great  measure,  tiie  gift  of  Nature  ;  for  some  are  born  with 
much  more  capacious  souls  th;tn  others. 

The  genius  of  some  persons  is  so  poor  and  limited,  that 
they  can  hardly  take  in  the  connection  of  two  or  three  prop- 
ositions, unless  it  be  in  matters  of  sense,  and  wliich  tiiey 
have  learnt  by  experience.    They   are   utterly   unfit  #for 

VVIiy   do  many   tlioMsands   iiflen  \  pcnil  iip<in  fTnlivo  ijeiiius,  or  upon 

judge  iiicorri^ctly  of  public  an<l  pri-  !  rulltirel  —  l/pun    wliich,    iiioall  — 

vale  actions  ?  i  Meaning  of /ini/jj- ? 

What  licsides  narrowness  ofniind,  j       Wlial  Hlioiild  pcrnonFofdull  geniu-i 

often  prevents  mh  Trom  taking  n  full  !  never  attempt  to  he  '! 

view  of  circiitMHlanresI  >       What  if  those  iltill   C'llu'es  had 

What  is  meant    hy  the    vices  of  j  been    niurh   lietter    educated,    from 

the  will  ?      Dad   passions  or  allec-  j  their  very  infancy  .'     f'r4ii)aMy,  thoy 

liona.  J  would  have  heeii  rcspectaldc  s-luil- 

Cnn  yon  mention  Bomn  of  f hem  ?  !  ai-<,  perhaps  cnli;:htencrs  of  man 

Dooi  thin  amplitude  of  uiiiwl  de-  i  liind. 


OF  ENLARGING  THE  CAPACITY  OF  THE  MIND.  157 

speculative  studies.  It  is  hard  for  them  to  discern  the  dif- 
ference between  right  and  wrong,  in  matters  of  reason,  on 
any  abstract  subjects.  These  ought  never  to  set  up  for 
scholars  ;  but  apply  themselves  to  those  arts  and  profes- 
sions of  life,  Avhich  are  to  be  learnt  at  an  easier  rate,  by 
slow  degrees  and  daily  experience. 

Others  have  a  soul  a  little  more  capacious,  and  they  can 
take  in  the  connection  of  a  few  propositions  pretty  well  ; 
but  if  the  chain  of  consequences  be  a  little  prolix,  here 
they  stick,  and  are  confounded.  If  pers'ons  ot  this  make 
ever  devote  themselves  to  science,  they  should  be  well 
assured  of  a  solid  and  strong  constitution  of  body,  and  well 
resolved  to  bear  the  fatigue  of  hard  labor  and  diligence  in 
study.  If  the  iron  be  blunt,  says  Solomon,  we  must  put 
too  more  strength. 

But,  in  the  third  place,  there  are  some  of  so  bright  and 
happy  a  genius,  and  so  ample  a  mind,  that  they  can  take  in 
a  long  train  of  propositions,  if  not  at  once,  yet  in  a  very  few 
moments,  and  judge  well  concerning  the  dependence  of 
them.  They  can  survey  a  variety  of  complicated  ideas 
without  fatigue  or  disturbance;  and  a  number  of  truths 
oftering  themselves,  as  it  were  in  one  view,  to  their  under- 
standing, does  not  perplex  nor  confound  them.  This  makes 
a  great  man. 

Now  though  there  may  be  much  owing  to  nature  in  this 
case,  yet  experience  assures  us,  that  even  a  lower  degree 
of  thifi  capacity  may  be  increased  by  diligence  and  applica- 
tion, by  frequent  exercise,  and  the  observation  of  such  rules 
as  these. 

I.  Labor  by  all  means,  to  gain  an  attentive  and  patient 
temper  of  mind,  a  power  of  confirming  and  fixing  your 
thoughts  on  any  subject,  till  you  have  surveyed  it  on  every 
side,  and  in  every  situation,  and  run  tiiough  the  several 
powers,  parts,  properties  and  relations,  effects  and  conse- 
quences of  it.  He,  whose  thoughts  are  very  fluttering  and 
wandering,  and  cannot  be  fixed  attentively  to  a  few  ideas 
successively,  will  never  be  able  to  survey  many  and  various 
objects  distinctly  at  once,  but  v/ill  cr^rtainly  be  overwhelmed 
and  confounded  with  the  multiplicity  of  them.  The  rules 
for  fixing  the  attention,  in  the  former  chapter,  are  proper  to 
be  consulted  here. 

II.  Accustom  yourself  to  clear  and  distinct  ideas  in  every 

VVlwl  makes  a  grt^at  man  1  i  tent  of  thoualit  ? 

How  many  rules  dcies  Watts  jive,  i       Wliat  is  tlio  first  of  these  rules? 
(hr  increasing  tlie  capacitv  and  ex-  i       !'<•  what  kind  of  ideas,  should  wc 

14 


158  OF  ENLARGING  THE  CAPACITY  OF  THE  MIND.  ( 

thing  you  think.  Bo  not  satisfied  with  obscure  and  con- 
fused conceptions  of  tilings,  especially  where  clearer  may 
be  obtained.  For  one  obscure  or  contused  idea,  especially, 
if  it  be  of  great  importance  in  the  question,  intermingled 
■with  many  clear  ones,  and  placed  in  its  variety  of  aspects, 
will  be  in  danger  of  spreading  confusion  over  the  Avhole; 
and  thus  may  have  an  influence  to  overwhelm  tlie  under- 
standing with  darkness,  and  pervert  the  judgment.  A  little 
black  paint  will  shamefully  tincture  and  spoil  twenty  gay 
colors. 

Consider  yet  further,  that  if  you  content  yourself  fre- 
quently with  words  instead  of  ideas,  or  with  cloudy  and 
confused  notions  of  things,  how  impenetrable  will  that  dark- 
ness be,  and  how  vast  and  endless  that  confusion,  which 
must  surround  and  involve  the  understanding,  when  many 
of  these  obscure  and  confused  ideas  come  to  be  set  before 
the  soul  at  once  !  and  how  imj)ossible  it  will  be,  to  form  a 
clear  and  just  judgment  about  them. 

III.  Use  all  diligence  to  acquire  and  treaoure  up  a  large 
store  of  ideas.  Talce  every  opportunity  to  add  something 
to  your  stock ;  and  by  frequent  recollection,  fix  them  in 
your  memory.  Nothing  tends  to  confirm  and  enlarge  the 
memory,  like  a  frequent  review  of  its  possessions.  This 
will  gradually  give  the  mind  a  faculty  of  surveying  many 
objects  iit  once  ;  as  a  room,  that  is  richly  adorned  and  hung 
round  with  a  variety  of  pictures,  strikes  the  eye  almost  at 
once,  with  all  that  variety,  especinlly  if  they  have  been  well 
surveyed  one  by  one  at  first.    This  makes  it  habitual,  and 

.icciistoni  ourselves,  for  this  piirpcisc?  i  ami  iinirh  lens  xvjllunit  it. 

What   may    be  tlie  effect  of  one  j  Why   shoiihl    not   we   speiul   our 

obscure    idea,     iiilerminglcil    wilh  lime  wpoM  Uillos  ami  liclions  !  Time 

many  clear  ones .'                                  \  is  too  short  ami  too  precious. 

•  )fvvhat,  should  we  strive  to  treas-  i  For  what,  will  attention  to  lictiou, 

lire  up  a  larRe  store.'                            |  be  likely  to  destroy  or  diminisli  our 

When  should  we  add  to  our  stock  i  rf;;ard  1     Tor  truth  and  reality, 

of  ideas?                                                    \  When   may  we  attend  to  fiction  ? 

When  should  this  treasure  begin  .'  t  When  a  little  instructive  fiction  is 

In  infancy.                                             |  intimately    conuocted    witii    much 

VVlio    should    then    endeavor    to  t  useful   truth,   and   when  it  is   very 

make  this  infantine  store  as  rich  a<  j  uiauifi-st,  thai  it  ii  fiction, 

possible  1     Tarrnls,  teachers  of  in     j  What  evample    of  this    Is    most 

fant  schools,  and  all  who  ran  assist.  |  slrikinp.'   The  parables  of  the  Bible. 

Why   shonhl   this   store   of  ideas  i  Wliy   may  we  read  riliirim's  Pro- 

bcgin  in  infancy  1    That  the  mimi  j  cress,  willuuit  injury  .'  Thespirllnal 

may  be  more  improved,  and    more  i  nu"anin<!  is  so  olivious  and  slriklng, 

abundantly  stored  in  the   matin  ity  j  that  it  simuld  he  regarded  ns  a  reality, 

of  life.                                                        I  rather  than  as  a  fictiim. 

May   not   persons   learn   enough,  j  How  shall   we  retain  the   ideas, 

witluint  this  early  effort  1     No  one  \  that  w<!  acq-uirc  ? 
cau  learn  half  enouuh,  even  with  it  ;   j 


OF  ENLARGING  THE   CAPACITY  OF  THE  MIND.  159 

more  easy  to  the  inhabitants  to  take  in  many  of  those  paint- 
ed scenes,  with  a  single  glance  or  two. 

Here  note,  that  by  acquiring  a  rich  treasure  of  notions,  I 
do  not  mean  single  ideas  only,  but  also  propositions,  ob- 
servations and  experiences,  with  reasonings  and  arguments 
upon  the  various  subjects,  that  occur  among  natural  or 
moral,  common  or  sacred  affairs  ;  that  when  you  are  called 
to  judge  concerning  any  question,  you  will  have  some  prin- 
ciples of  truth,  some  useful  axioms  and  observations  always 
at  hand,  to  direct  and  assist  your  judgment. 

IV.  It  is  necessary,  that  we  sliould,  as  far  as  possible, 
lay  up  our  daily  new  ideas,  in  a  regular  order,  and  arrange 
our  mental  acquisitions  und^r  proper  heads,  whether  of 
divinity,  law,  physics,  mathematics,  morality,  politics,  trade, 
domestic  life,  civility,  decency,  &c.  whether  of  cause,  ef- 
fect, substance,  mode,  power,  property,  body,  spirit,  &c. 
We  should  inure  our  minds  to  method  and  order  continually. 
When  we  take  in  any  fresh  ideas,  occurrences  and  observa- 
tions, we  should  dispose  of  them  in  tlieir  proper  places,  and 
see  how  they  stand  and  agree  with  the  rest  of  our  notions 
on  the  same  subject ;  as  a  scholar  would  dispose  of  a  new 
book  on  a  proper  shelf,  among  its  Kindred  authors  ;  or  as  an 
officer  at  the  post-house  in  I^ondon  disposes  of  every  letter 
he  takes  in,  placing  it  in  the  box,  that  belongs  to  the  proper 
road  or  county. 

In  any  of  these  cases,  if  things  lay  all  in  a  heap,  the 
addition  of  any  new  object  would  increase  the  confusion ; 
but  method  gives  a  speedy  and  short  survey  of  them  with 
ease  and  pleasure.  Method  is  of  admirable  advantage  to 
keep  our  ideas  from_  a  c«^fused  mixture  ;  and  to  preserve 
them  ready  for  every  use. 

V.  As  method  is  necessary  for  the  improvement  of  the 
mind,  in  order  to  make  your  treasure  of  ideas  most  useful ; 
so  in  all  your  further  pursuits  of  truth  and  acquirement  of 
knowledge,  observe  a  regular,  progressive  method.  Begin 
with  the  most  simple,  easy  and  obvious  ideas.    Then  by 

When  we  acquire  any  new  ideas,  \  oilier, 
how  sliall  we  dispose  oi' them  1  \       How  can  we  associate  ideas  to- 

Whal   is  meant  by   disposing  of  S  getherl     Hy  thinkingof  them  at  the 
ideas  in  regular  order  ?     Associating  |  same  time,  or  in  quick  succession. 
them   with   other  ideas,   to   wliich  \      For  what,  is   mental    method  of 
they  are  allied.  \  admirahle  advantage! 

What  is  meant  by  the  association  i  When  should  we  inure  our  miada 
of  ideas  1     Uniting  them,  or  havins  J  to  method  r 

them  so  united  in  the  mind,  that  |  When  should  we  observe  a  pro- 
when  we  think  of  one,  it  will  have  |  gressive  metliodi  As  we  advance 
a  tendency  to  make  us  think  ol' the  j  in  science 


IGO  OF  ENLARGI-VQ  THE  CAPACITY  6f  THE  MIND 

degrees,  join  two  and  tliree  and  more  of  them  together. 
Thus  the  co.nplicated  ideas,  growing  up  under  your  ob- 
servation, will  not  give  the  same  contusion  of  thought,  as 
thev  would,  if  they  were  all  offered  to  the  mind  at  once, 
without  your  observing  the  original  and  formation  of  them. 
An  eminent  example  of  this  appears  in  the  study  of  arith- 
metic. If  a  scholar,  just  admitted  into  the  school,  observes 
his  master  performing  an  operation  in  the  rule  of  division, 
his  head  is  at  once  disturbed  and  confounded  with  the  m.ani- 
fold  comparisons  of  the  numbers  of  the  divisor  and  dividend, 
and  the  mutiplication  of  the  one,  and  subtraction  of  it  from 
the  other.  But  if  he  begins  regularly  at  addition,  and  so 
proceeds  by  subtraction  and  multiplication,  he  will  tlien  in  a 
few  weeks,  be  able  to  take  an  intelligent  survey  of  all 
those  operations  in  division,  and  to  practise  them  himself 
with  ease  and  pleasure  ;  each  of  which  at  first  seemed  all 
intricacy  and  confusion. 
An  illustration  of  the  like  nature  may  be  borrowed  from 

geometry  and  algebra,  and  other  matliematical  practices, 
[ow  easily  does  an  expert  geometer,  with  one  glance  of 
his  eye,  take  in  a  complK^atod  diagram,  made  up  of  many 
lines  and  circles,  angles  and  arcs  !  How  readily  does  ho 
judge  of  it,  whether  the  demonstration  designed  by  it  be 
true  or  false  !  It  was  by  degrees,  he  arrived  at  this  stretch 
of  understanding.  lie  began  with  a  single  line  or  a  point. 
He  joined  two  lines  in  an  angle.  He  advanced  to  triangles 
and  squares,  polygons  and  circles.  Thus  the  powers  of  hia 
understanding  were  stretched  and  augmented  daily,  till  by 
diligence  and  regular  application,  he  acqirircd  this  exten- 
sive faculty  of  mind.  • 

But  this  advantage  does  not  belong  to  mathematics  only. 
If  we  apply  ourselves  at  first,  in  any  science,  to  clear  and 
single  ideas,  and  never  hurry  ourselves  on  to  the  following 
ana  more  complicated  parts  of  knowledge,  till  we  thorough- 
ly understand  the  foregoing,  we  may  practise  the  same 
method  of  enlarging  the  capacity  of  the  soul  with  success 
in  any  one  of  the  sciences,  or  in  the  afTairs  of  life  and  reli- 
giort. 

Boginnin'jf  with  A,  B,  C,  and  making  syllables  out  of  let- 
ters, and  words  out  of  syllahios,  has  been  the  foundation  of 
all  that  glorious  siiporstructure  of  arts  and  sciences,  wiiich 
have  enriched  tlic  minds  and  libraries  of  the  learned  world 

In  wlial  Blmly,  linvc  wc  nn  enii  j  nienlionrd,  niny  wo  prncli.io  tli» 
ncnt  KJcmnple  of  thi»  1  i  Hiime  inctliixl  1 

In  wlint  other  ncicnce,  or  ihinK  ) 


OF  ENLARGING  THE  CAPACITY  OF  THE  MIND.  IGi 

in  many  ages.  These  are  the  first  steps,  by  which  the 
ample  and  capacious  souls  among  mankind  have  arrived  at 
that  prodigious  extent  of  knowledge,  which  renders  them 
the  wonder  and  glory  of  the  nation,  where  they  lived. 
Though  Plato  and  Cicero,  Descartes  and  Boyle,  Locke  and 
Newton,  were  doubtless  favored  by  Nature,  with  a  genius 
of  uncommon  amplitude  ;  yet  in  their  early  years,  and  first 
attempts  at  science,  this  was  but  limited  and  narrow,  in 
comparison  of  what  they  attained  at  last.  But  liow  vast 
and  capacious  were  those  powers,  which  they  afterwards 
acquired  by  patient  attention,  and  watchful  observation,  by 
tlie  pursuit  of  clear  ideas  and  regular  method  of  tiiinking  • 

VI.  Anotlicr  means  of  acquiring  tiiis  amplitude  and  ca- 
pacity of  mind,  is  a  perusal  of  difficult,  entangled  questions, 
and  of  the  solution  of  them  in  any  science.  Speculative 
and  casuistical  divinity  will  furnish  us  with  many  such  cases 
and  controversies.  There  are  some  such  difficulties  in 
reconciling  several  parts  of  the  epistles  of  Paul,  relating  to 
the  Jewish  law,  and  tlie  Christian  gospel.  A  happy  solu- 
tion will  require  such  an  extensive  view  of  things  ;  and  the 
reading  of  these  happy  solutions  will  enlarge  this  faculty 
in  younger  students.  In  morals  and  political  subjects, 
Puffondorf's  Law  of  Nature  and  Nations,  and  several  de- 
terminations liiercin,  will  promote  the  same  amplitude  of 
mind.  An  attendance  on  public  trials  and  arguments,  in 
civil  courts  ofjustice,  will  be  of  advantage  fortius  purpose ; 
and  after  a  man  has  studied  the  general  principles  of  the 
law  of  nature  and  tiie  laws  of  England,  in  proper  books,  the 
reading  the  reports  of  adjudged  cases,  collected  by  men 
of  great  sagacity  and  judgment,  will  richly  improve  his  mind 
toward  acquiring  this  desirable  amplitude  and  extent  of 
tliought,  and  more  especially  in  persons  of  that  profession. 

How  did  Locke,  Newtnii,  K:c.  !'  Wliat  is  Uin  last  method,  which 
vastly  increase  their  powers  of  i  Watts  mentions,  for  aoqiiiring  am- 
thought?  j  plitude  and  capacity  of  mind  ? 


14* 


1G2 


MISCELLANEOUS    QUESTIONS. 


Miscellaneous  Questions,  No.  5. 


When   should   we   learn   to  dis- 
tinguish between  names  and  things  ? 
Wlien  we  study  words,  of  wliat 
sliould   we  endeavor  to  gain  clear 
conceptions  ? 

How  far  should  delight  be  mingled 
with  study  1 

What  science   is  superior  to  all 
tlie  rest  1 

Couplet  respecting  Newton's  dis- 
coveries 1 

Wliat  are  some  of  the  things,  in 
which  amplitude  of  iniud  consists  1 
What  planet  has  7  moons  ? 
When  are  words  useless  to  us  1 
Why  is  it  necessary  to  pay  very 
particular  attention  to  words  in  pur- 
suing our  studies  1 

In  relation  to  what,   may  every 

study  be  rendered  an  amusement'! 

Relative  importance  of  theology  ' 

What  conduced   more   than   any 

^hing  else,   to   make    Newton    the 

prince  of  piiilosophers  1 

When  may  passion  be  useful  in 
study  ? 

Science,  that  treats  of  the  heaven- 
ly bodies  r 

What  tniiid  can  certainly  contem- 
plate many  objects  at  the  same  time  .' 
What  is  iiiipliuil  in  knowing  '.he 
meaning  of  words  1 

Why  is  it  peculiarly  desirable  to 
have  clear  ideas  upon  theology  ? 

How  far  are  the  circumstantials 
of  religion  to  be  regarded  '! 

Who  was  the  princo  of  philoso- 
phers .' 

In  favor  of  what  should  we  en- 
deavor to  engage  our  passions  ? 

Instrument,  that  greatly  magnifies 
very  sma!!  objects  1 

Can  a  human  mind  contemplate 
more  than  one  object  at  a  time  1 

How  are  words  formed,  that  wo 
can  see  ? 

Why  should  we  not  begin  to  sludy 
a  flclencc  in  the  middle  1 

In  proportion  lo  what,  phonid  we 
pursue  every  study  1 

Advantages  id°  allotting  particular 
times  to  particular  stii  llesi 

What  did  close  ntlention  and  pa- 
tient thought  conduce  to  make  New- 
ton 1 

Hclence,  tliat  treats  of  light  iind 
•eeing? 
What  planet  has  2  rintsl 


\      How  are  words  formed,  that  wo 
I  can  hear  f 

j  If  one  study  is  much  more  Ini- 
I  portant  than  another,  which  should 
I  we  attend  to  most  1 
I  To  what,  shall  we  endeavor  to 
\  apply  every  speculative  study  ? 
i  Instrument,  that  magnifies  very 
distant  objects  ! 

What  geometrical  figure  has  three 
sides  ? 

How  many  of  the  senses  are  em- 
ployed in  perceiving  words  1 

How  must  we  proceed,  in  order  to 
learn  very  dithcuit  truths  .' 

Why  are  speculations  sometimes 
useful  ] 

How  should  we  treat  studies,  that 
are  of  little  or  no  practical  use  1 

In  what  instruments,  have  there 
been  very  great  imfirovements,  since 
the  days  of  Watts  '! 

What  may  be  the  effect  of  one 
obscure  idea,  mingled  with  many 
clear  ones  1 

What  do  written  words  immedi- 
ately represent? 

Effect  of  pursuing  too  many  stud 
ics  at  once  1 

What  speculations  are  most  im- 
portant ^ 

How  can  we  gain  a  fondness  for 
any  study  1 

What  body  is  about  "23,000  miles 
in  circumference  1 

Properly  of  things,  wliich  tends 
exceedingly  to  elovale  the  mind  ? 

When  should  we  add  lo  our  stock 
of  ideas  1 

How  shall  we  retain  the  ideas, 
that  we  acquire  ? 

What  do  spoken  words  immedi- 
ately represent  1 

How  can  dry  stuillcs  bo  rendered 
agreeabltj  1 

T'l  what  doctrines  of  religion, 
should  we  pay  most  atlentlon  1 

What  caution  should  we  use  in 
representing  inlellecluni  objects  by 
visible? 

Who  said  "  An  undevout  nslrono- 
mer  is  mad  1" 

When  shiiuld  a  perscm's  treasura 
of  ideas  begin  1 

What  is  meant  by  the  association 
of  iileas  ? 

Pinco  whose  days,  have  optlcnl 
histnnnenlB  been  much  improved  1 


OF  IMPROVING  THE  MEMORY.  163 


CHAPTER    XVIJ. 

OF   IMPROVING  THE   MEMORY. 

Memory  is  a  distinct  faculty  of  the  mind,  very  different 
from  perception,  judgment,  reasoninir,  and  its  other  powers. 
Tlien  we  are  said  to  remember  any  thing,  -when  the  idea  of 
it  arises  in  tlie  mind  witli  a  consciousness  at  tlie  same  time 
that  we  have  ]iad  this  idea  before.  Our  memory  is  our 
natural  power  of  retaining  what  we  learn  and  of  recalling 
it  on  every  occasion.  Therefore  we  can  never  be  said  to 
remember  any  thing,  whetlier  it  be  ideas  or  propositions, 
words  or  things,  notions  or  arguments,  of  which  we  have 
not  had  some  former  idea  or  perception,  either  by  sense  or 
imagination,  thought  or  reflection.  Whatsoever  we  learn 
from  observation,  books,  conversation,  &c.  it  must  all  be 
laid  up  and  preserved  in  tlie  memory,  if  we  would  make  it 
really  useful. 

Note  VII,  by  the  Editor. 

[Broivri's  Suggestion. —  Dr.  Thomas  Brown  appears  to 
have  made  an  unhappy  mistake  in  relation  to  this  subject. 
He  would  substitute  the  term  suggestion  for  association. 
But  these  words,  acccording  to  established  usage,  signify 
very  different  things  ;  as  different,  as  any  cause  and  effect. 
Association  seems  most  happily  to  express  that  uniting  or 
union  or  connecting  of  ideas,  in  consequence  of  wliich,  one 
will  suggest  the  other,  or  recall  it  to  the  view  of  the  mind  ; 

Memory. — What  is  memory?  f      Wliicli    of  these    faculties    does 

How  many  faculties,  seem  to  be  i  memory  more  especially  signify  1  — 
expressed  in  this  definition  1  |  Retention. 

What  are  they  often  called  1  Re-  |  What  other  name  is  more  gen- 
tcntion  and  recollection.  j  erally  civen  to  the  faculty  of  storing 

How  does  it  appear,  that  they  are  !  up  ideas.'  Association,  or  associa- 
properly  two  faculties  1  One  may  be  |  tion  of  ideas. 

very  perfect,  and  the  other  very  im-  j       What  name  has  Dr.  Brown  sub- 
perfect,  in  tlie  same  person.  |  stituted,  for  association  I    See  Note 

What  otlier  faculty  is  the  memory  |  VH. 
eometimes  considered  as  including?  i      What  might  this  word   be   more 
Tiie  faculty  of  storing  up  ideas  in  \  properly  used  to  express  1 
the  mind.  I      What  previous  exercise  prepares 

What  is  the  exercise  of  this  latter  |  the   w.ny   for  one  idea    to    suggest 
faculty  generally  called  ?    Commit-  |  another '3 
ting  to  memory,  or  memorizing.         ! 


IGi  OF  IMrROVING  THE  MEMORY. 

or  at  least,  tend  to  this  effect.  If  the  word  recollection  did 
not  liappily  express  the  thing  intended,  suggestion  might 
be  substituted  for  this  purpose.  But  Avitb  no  shadow  of 
propriety,  can  it  be  applied  to  that  exercise,  by  which  ideas 
•are  received  into  the  mind,  by  being  united  with  others,  or 
for  that  union  of  ideas,  which  are  said  to  be  treasured  up  in 
the  memory,  in  consequence  of  which  union,  one  idea  will 
sugo'cst  another ;  or  in  other  words,  may  be  recalled,  or 
recollected,  by  means  of  its  associate.] 

So  necessary  and  so  excellent  a  faculty  is  the  memory, 
that  all  other  abilities  of  tlie  mind  borrow  from  it,  their 
beauty  and  perfection.  For  other  capacities  of  the  soul  are 
almost  useless  without  this.  To  what  purpose,  are  all  our 
labors  in  knowledge  and  wisdom,  if  we  want  memory  to 
preserve  and  use  what  we  have  acquired  ?  What  signify 
all  other  intellectual  or  spiritual  improvements,  if  they  arc 
lost,  as  soon  as  they  are  obtained  ?  It  is  memory  alone, 
that  enriches  the  mind,  by  preserving  what  our  labor  and 
industry  daily  collect.  In  a  word,  there  can  be  neither 
knowledge  nor  arts  nor  sciences,  without  memory  ;  nor 
can  there  be  any  improvement  of  mankind  in  virtue  or 
morals,  or  the  practice  of  religion,  witliout  tlie  assistance 
and  influence  of  this  power.  Witliout  memory,  the  soul  of 
man  would  be  but  a  poor,  destitute,  naked  being,  with  an 
everlasting  blank  spread  over  it^  except  the  fleeting  ideas 
of  the  present  moment. 

NoTK    VIII,    BY    THE    EllITOR. 

\Memoni. — Those  remarks  of  Watts  upon  memory,  appear 
to  00  peculiarly  excellent,  and  deserving  of  the  most  earnest 
attention.  Tbo  youthful  mind  is  now  in  great  danger  of 
erring  exceedinirly,  respecting  the  relative  importance  of 
tills  faculty.  Surely  no  flficulty  can  bo  more  imj)ortant. 
What  indeed  could  all  the  faculties  do  without  memory  ? 
But  Ikhv  (iften  do  wo  now  find  writers  and  teachers  speak- 
•  ing  of  memory  almost  in  strains  of  contempt,  as  though  it 
was  a  faculty,  scarcely  worth  cultivating  —  scarcely  worth 


V\'li;it  do  \ho  (itlier  f iciiltien  bor-  j  eli'i'l 

row  friiiM  iiirinory  .'  <  VVliat  would  (Im  so:il  he,  without 

Wlicii   we  rciricinhnr  any   tiling,  j  memory? 

are   we  alwnyH  roiiscloii)),  Hint    It  ]  Why  Utlie  vc.iitliriil  mind.  In  ilan- 

was  In  llifi  mind   liefore?     Prohalily  j  cnr  uf  erring,  reHpi-i  line  the  rtilntive 

we  are  not.  j  itiinortancH  of  inemory  1    ^i>«  Mote 

VVhiit  is  the  fltori- hoMKiiof  knnwl  j  Vlll. 


OF  IMPROVING  THE  MEMORY.  165 

possessing  !  There  is  no  doubt,  tliat  in  past  ages,  many 
have  esteomed  the  memory  too  highly,  in  comparison  with 
the  judgment,  the  perception,  &c.  But  perhaps  their  error 
was  not  greater,  than  that  of  many  more  modern  dcclaimers 
upon  these  faculties.  •  Watts  appears  to  have  been  much 
more  correct  in  considering  all  these  faculties  and  their 
improvement  of  inestimable  moment.] 

Memory  is  very  useful  to  those  who  speak,  as  well  as  to 
those  who  learn.  It  assists  the  teacher  and  the  orator,  as 
well  as  the  scholar  or  the  hearer.  The  best  speeciies  and 
instructions  are  almost  lost,  if  those  who  hear,  immediately 
forget  them.  And  those,  who  are  called  to  speak  in  public, 
arc  much  better  heard  and  accepted,  when  they  can  deliver 
their  discourse  by  the  help  of  a  lively  genius  and  a  ready 
mem.ory,  than  when  they  are  forced  to  read  all  tiiey  would 
communicate.  Reading  is  certainly  a  heavier  way  of  con- 
veying our  sentiments  ;  and  there  are  very  few  mere  read- 
ers, who  have  the  felicity  of  penetrating  the  soul,  and 
awakening  the  passions  of  those  who  hear,  by  such  a  grace 
and  power  of  oratory,  as  the  man  who  seems  to  talk  every 
word  from  his  very  heart,  and  pours  out  the  riches  of  his 
own  knowledge  upon  the  people  round  about  him,  by  the 
help  of  a  free  and  copious  memory.  This  gives  life  and 
spirit  to  every  thing  that  is  spoken,  and  lias  a  natural  ten- 
dency to  make  a  deeper  impression  on  the  minds  of  men. 
It  awakens  the  dullest  spirits,  causes  them  to  receive  a  dis- 
course with  more  affection  and  pleasure,  and  adds  a  singular 
grace  and  excellence  both  to  the  person  and  his  oration. 

A  good  judgment  and  a  good  memory  are  very  different. 
A  person  may  iiave  a  very  strong,  capacious  and  retentive 
memory,  where  the  judgment  is  very  weak  ;  as  sometimes 
it  happens  in  those,  who  are  but  one  degree  above  an 
idiot,  who  have  manifested  an  aniazing  strength  and  extent 

Wlier.  was  tlie  memory  too  lii;;hly  |  sermoii:^,  very  r.nUi  and  iiniiiterest- 
estimnted,  in  comparison  with  tlie  |  insT     Because  tlify  read  liiidly. 
judgment,  (cc.  1  |       Why   are   some    extemporaneous 

What  is  likely  to  be  the  effect  of  \  preacliers  very  unprofitable  to  their 


preaching,  if  the  preacher  seem«  to  !  hearers  f      Either  because  they  are 
speak   every  word,   from   his   very  >  not  znod'workmen,  or  have  not  well 


hearijjb  i  studied  their  sermons. 

\^^  are  some  preachers,  who  j  What  manner  of  preaching  is 
preach  good  sermons  from  memory,  |  hestl  One  maybe  best  for  some 
very   lifeless   and  dull?      Probably,  \  preachers,  and  another  for  others. 

Does  a  iiood  judgment  always  at- 
tend a  strong  meuiory "! 


because  fliey  make  such  an  effort  to  ! 

recollect  tlie  words  of  tlieir  sermons.  ! 

Why  are  some,   who  read  their  ! 


166  OF  IMPROVING  THE  MEMORY. 

of  memory,  but  have  hardly  been  able  to  join  or  disjoin  two 
or  three  ideas  in  a  wise  and  happy  manner  to  make  a  solid, 
rational  proposition. 

There  have  been  instances  of  others,  who  have  had  but 
a  very  tolerable  power  of  memory  ;  yet  their  judgment  has 
been  of  much  superior  degree,  just  and  wise,  solid  and 
excellent. 

Yet  it  must  be  acknowledged,  that  where  a  happy  me- 
mory is  found  in  any  person,  there  is  good  foundation  laid 
for  a  wise  and  just  judgment  of  things,  wherever  the  natural 
genius  has  any  thing  of  sagacity  to  make  a  riglit  use  of  it. 
A  good  judgment  must  always,  in  some  measure,  depend 
upon  a  survey  and  comparison  of  several  things  togetlier  in 
the  mind,  and  determining  the  truth  of  some  doubtful  pro- 
position, by  that  survey  and  comparison.  When  the  mind 
has,  as  it  were,  set  all  those  various  objects  present  before 
it,  which  are  necessary  to  form  a  true  proposition  or  judg- 
ment concerning  any  thing,  it  then  determines,  that  such 
and  such  ideas  are  to  be  joined  or  disjoined,  to  be  ailiimed 
or  denied  ;  and  this  in  a  consistency  and  correspondence 
with  all  those  other  ideas  or  propositions,  which  in  any  way, 
relate  or  belong  to  the  same  subject.  Now  there  can  be 
no  such  comprehensive  survey  of  many  tilings  without  a  tol- 
erable degree  of  memory.  It  is  by  reviewing  tilings  past, 
we  learn  to  judge  of  the  future.  It  happens  sometimes, 
that  if  one  needful  or  important  object  or  idea  be  absent, 
the  judgment  concerning  tlie  thing  considered,  will  thereby 
become  false  or  mistaken. 

You  will  inquire  then.  How  comes  it  to  pass,  that  there 
arc  some  persons  who  appear  in  the  world  of  business,  as 
well  as  in  the  world  of  learning,  to  have  a  good  judgment, 
and  have  acquired  tlie  just  character  of  prudence  and  wis- 
dom, and  yet  have  neitlier  a  very  bright  genius  nor  sagacity 
of  thonnrht,  nor  a  very  happy  memory,  so  tiiat  they  cannot 
set  before  their  minds  at  once,  a  large  scene  of  ideas,  in 
order  to  pass  a  judgment  ? 

What  dors   Walts  Iiere  coniider,  1  confiiflion. 

n-j  ciiir   fiiiiiilaliiiii  for  a  just  jmlg-  j       How  do  we  learn  to  jiidfie  of  tlie 

nient  of  tliiiifsl  •  j  future? 

Upon   what  Hiirvcy  and  compnri-  I       What  scicnre,  then,  i!<  peq||kirly 

gnu,   niiisl  n  good  jiidgiiiciit  alwuyx  j   important,  lor  the  dirfi'tioii^Foiir 

depend.'  j  conduct!     History. 

«lf  vvhnt,  doen  thin  Burvcy  imply  |       In   applying   the   inslrnctlona    of 

a  tolprahle  dPBre"!  1 .  j  history,  liir  what,  olinuld  \vc  he  very 

'riiioe  crand   olistnrlcs  to  corrrct  j  raiillous  to  make  allowancu .'     Uif- 

JudCnienl.'   Hurry,  perturbation  and  {  furcncu  of  ctrcumtilances. 


OF  IMPROVING  THE  MEHIOKV.  107 

Now  we  may  learn  from  Penseroso  some  account  of  tliis 
difficulty.  You  will  scarcely  ever  find  this  man  forward  in 
judginjj  and  determming  things  proposed  to  him.  He  ahvays 
takes  tune,  and  delays,  and  suspends,  and  ponders  tilings 
maturely,  before  he  passes  his  judgment.  Tlien  he  prac- 
tises a  slow  meditation,  ruminates  on  the  subject,  and  thus 
perhaps  in  two  or  three  nights  and  days,  rouses  those 
several  ideas,  one  after  anotlicr,  as  he  can,  which  are  neces- 
sary, in  order  to  judge  right  of  the  tiling  proposed,  and 
make  them  pass  before  his  review  in  succession.  This  lie 
does  to  relieve  the  want  both  of  a  quick  sagacity  of  tliought, 
and  of  a  ready  memory  and  speedy  recollection.  This 
cautious  practice  lays  the  foundation  of  his  just  judgment 
and  wise  conduct.    He  surveys  well,  before  he  judges. 

Whence,  I  cannot  but  take  occasion  to  infer  one  good  rule 
of  advice  to  persons  of  higher  as  well  as  lower  genius,  and  of 
large  as  well  as  narrow  memories,'  namely,  that  they  do  not 
too  liastily  pronounce  concerning  matters  of  doubt  or  in- 
quiry, where  there  is  not  an  urgent  necessity  of  present 
action.  The  bright  genius  is  ready  to  be  so  forward,  as 
often  betrays  itself  into  great  errors  in  judgment,  speech 
and  conduct,  without  a  continual  guard  upon  itself,  and 
using  the  bridle  of  the  tongue.  And  it  is  by  this  delay  and 
precaution,  that  many  a  person  of  much  lower  natural 
abilities,  will  often  excel  persons  of  the  brightest  genius  in 
wisdom  and  prudence. 

It  is  often  found,  that  a  fine  genius  has  but  feeble  memory. 
For  where  the  genius  is  bright,  and  the  imagination  vivid, 
the  power  of  memory  may  be  too  mucli  neglected,  and  lose 
its  improvement.  An  active  fancy  readily  wanders  over  a 
multitude  of  objects,  and  is  continually  entertaining  itself 
with  new  flying  images.  It  runs  through  a  number  of  new 
scenes  or  new  pages  with  pleasure,  but  without  due  atten- 
tion, and  seldom  suffers  itself  to  dwell  long  enough  upon 
any  one  of^them,  to  make  a  deep  impression  upon  the  mind, 
and  commit  it  to  lasting  remembrance.  This  is  one  plain 
and  obvious  reason,  why  there  are  some  persons  of  very 

In  what  manner,  does  Penseroso  i  Wliy  do  briglit  geninses  so  often 
judge?— Why  1  |  mistiike  and  err  1  "From  presump- 

Of  what,  does  this  slow  and  cau-  {  tion  and  impatience, 
tious  practice  lay  the  foundation  !       \      Why  has  a  fine  genius  often  but 

Who  may  take  cou.ace  and  com    i  a  feeWe  memory? 
fort  from  the  example  of  Penseroso  ?  \       How  may  a  great  memory  cramp 
Persons  of  ordinary  powers  of  mind.  !  invention*?     Bv  hindering  a  person 

Into    w.hat,    does    bright    genius  i  from  pursuing  hia  own  tliouglits. 
often  betray  a  person  ?  i 


168  OF  IMPROVING  THE  MEMORY. 

bright  pans  and  active  spirits,  who  Iiave  but  short  and  nar- 
row powers  uf  remembrance ;  for  having  riches  of  their 
own,  tliey  are  not  solicitous  to  borrow. 

As  sucli  a  quick  and  various  fancy  and  invention  may  be 
some  hindrance  to  the  attention  and  memory,  so  a  mind  of 
a  good  retentive  ability,  and  which  is  ever  crowding  its 
memory  with  things,  which  it  learns  and  reads  continually, 
may  prevent,  restrain  and  cramp  the  invention  itself.  The 
memory  of  Lectorides  is  ever  ready  upon  all  occasione,  to 
offer  to  his  mind  something  out  of  other  men's  writings  or 
conversations,  and  is  presentmg  him  with  the  thougtits  of 
other  persons  perpetually.  Tims  the  man,  who  had  natural- 
ly a  good  flowing  invention,  does  not  suffer  himself  to  pur- 
sue his  own  thoughts.  Some  persons,  who  have  been  blest 
by  nature  with  sagacity  and  no  contemptible  genius,  have 
too  often  forbid  the  exercise  of  it,  by  tying  themselves 
down  to  the  memory  of  the  volumes  they  have  read,  and 
the  sentiments  of  other  men  contained  in  them. 

Wliero  the  memory  has  been  almost  constantly  employ- 
ing itself  in  gathering  new  acquirements,  and  where  there 
has  not  boon  a  judgment  sufficient  to  distinguish,  what 
things  were  fit  to  bo  recommended  and  treasured  up  in  the 
memory,  and  what  things  were  idle,  useless  or  needless, 
the  mind  has  been  filled  with  a  wretched  heap  and  mixture 
of  words  or  ideas  ;  and  the  soul  may  be  said  to  have  had 
large  possessions,  but  no  true  riches. 

r  have  read  in  some  of  Mr.  Milton's  writings  a  very 
beautiful  simile,  whereby  he  represents  the  books  of  the 
fathers,  as  tlicv  arc  called  in  the  Christian  church.  "  What- 
soever," says  he,  "  old  Time,  with  his  huge  drag-net,  has 
conveyed  down  to  us  along  tlic  stream  of  ages,  whether  it 
be  shells  or  shell-fish,  jewels  or  pebbles,  sticks  or  straws, 
sea-woods  or  mud,  chose  are  the  ancients,  these  are  the 
fathers."  Tiie  case  is  much  the  same  with  the  memorial 
possessions  of  tlie  greatest  part  of  mankind.  A  few  useful 
things,  perhaj)s,  mixed  and  confounded  with  many  trifles 
and  all  manner  of  ru!)bish,  fill  up  their  memories  and  com- 
pose their  intellectual  possessions.     It  is  a  great  happiness, 

When  I  he  incinnry  has  iiindo  vast  |  Why  should  not  some  things  bo 
colloc'.inns.  wilhimt  Jii(l;!incnl  or  j  inpinorizod,  merely  to Htrcngthen  the 
order,  what  may  il  he  said  to  liavn  I  meniory  ?  Tlmrc  jiro  nu.ro  things 
gained?  i  of  intrinsic  value,  than  any  one  can 

With  what  are  the  memories  of  I  possibly  learn  ;  and  learninn  those 
most  people  filled  .'  j  will  strensthen  the  memory  quite ae 

What  should   be  the  rhararlcr  of  j  well. — Meaning  of  rnrmoriia  7 
every  (liiiic,  laid  u|)  in  the  memory?  ' 


or  IMPROVING  THE  MEMORT.  169 

therefore,  to  distinguish  things  aright,  and  to  lay  up  nothing 
•in  the  memory,  but  what  lias  some  just  value  in  it,  and  is 
worthy  to  be  numbered  as  a  part  of  our  treasure. 

Whatever  improvements  are  to  the  mind  of  man  from  the 
wise  exercise  of  his  own  reasoning  powers,  tiiese  may  be 
called  his  proper  manufactures  ;  and  whatever  he  borrows 
from  abroad,  these  may  be  termed  his  foreign  treasures- 
Both  together  make  a  wealthy  and  happy  mind. 

How  many  excellent  judgments  and  reasonings  are 
framed  in  the  mind  of  a  man  of  vfisdom  and  study  in  a 
length  of  years  !  How  many  worthy  and  admirable  notions 
has  he  been  possessed  of  in  life,  both  by  his  own  reasonings,* 
and  by  his  prudent  and  laborious  collections  in  the  course 
of  his  reading  !  But,  alas  !  how  many  thousands  of  them 
vanish  away,  and  are  lost  for  want  of  a  more  retentive 
memory  I  When  a  young  practitioner  in  the  law  was  once 
said  to  contest  a  point  in  debate  with  that  great  lawyer  in 
the  last  age,  Serjeant  Maynard,  he  is  reported  to  have  an- 
swered liim,  "  Alas,  young  man,  I  have  forgot  much  more 
law,  than  ever  thou  has  learnt  or  read." 

What  an  unknown  and  unspeakable  happiness  would  it 
be  to  a  man  of  judgment,  and  who  is  engaged  in  the  pur- 
suit of  knowledge,  if  he  had  but  a  power  of  stamping  all  his 
own  best  sentiments  upon  his  memory  in  some  indelible 
characters ;  and  if  he  could  but  imprint  every  valuable 
paragraph  and  sentiment  of  the  most  excellent  authors  he 
has  read,  upon  his  mind,  with  the  same  speed  and  facility, 
with  which  he  read  them  !  If  a  man  of  good  genius  and  sa- 
gacity could  but  retain  and  survey  all  those  numerous,  those 
wise  and  beautiful  ideas  at  once,  which  have  ever  passed 
through  his  mind  upon  one  subject,  how  admirably  would 
he  be  furnished  to  pass  a  just  judgment  about  all  present 
objects  and  occurrences  !  What  a  glorious  entertainment 
and  pleasure  would  fill  and  felicitate  his  spirit,  if  he  could 

What  may  we  denominate  those  i  acquisitions  7  Ry  writing  them 
improvempnts,  that  are  derived  from  !  down,  and  reviewin^them  ;  by  con- 
cur own  reasoning  powers? — wliat  I  versing  and  meditatins  upon  them  ; 
we  borrow  "?  \  by  putting  Iheni  in  practice  ;  and  by 

What  do  large  amounts  of  both  i  avoiding,   as    far  as    possible,   vain 

constitute''  |  company,  vain  reading,  vain  actions 

For  want  of  what,  do  a  sreat  part  j  and  vain  thoughts. 

of  a  wise  man's  intellectual  treas-  \      Can   you   mention    some  nf  the 

ures  vanish  away  1  (  happy  Cdnseniienres,  iliat  might  re- 

What  did  ^'e'jeant  Maynard  say  |  suit  from  a  wise  man's  being  able  to 

to  a  young  lawyer  1  |  retain  all  the  excellent   thoughts  he 

How  may  we  avoid  fi>rgetting  and  |  ever  acquired  ? 

losing  so  nianv  of  our  must  valuable  | 

15 


170 


OF  IMPROVING  THE  MEMORY. 


grasp  all  these  in  a  single  survey,  as  the  skilful  eye  of  a 
painter  runs  over  a  fine  and  complicate  piece  of  history, 
wrought  by  the  hand  of  u  Titian  or  a  Raphael,  views  the 
whole  scene  at  once,  and  feeds  himself  with  the  extensive 
delight!  But  these  are  joys,  which  do  not  belong  to  mor- 
tality. 

Thus  far  I  have  •  indulged  some  loose  and  unconnected 
thoughts  and  remarks  with  regard  to  tiie  different  powers 
of  wit,  memory  and  judgment.  For  it  was  very  difficult  to 
throw  them  into  a  regular  form  or  method,  witliout  more 
room.  Let  us  now  with  more  regularity,  treat  of  the  me- 
"inory  alone. 

Though  the  memory  is  a  natural  faculty  of  the  mind  of 
man,  and  belongs  to  spirits,  whicii  are  not  incarnate,  yet  it 
is  greatly  assisted  or  hindered,  and  much  diversified  by  the 
brain  or  the  animal  nature,  to  whicli  the  soul  is  united  in 
this  present  state.  But  what  part  of  the  brain  that  is, 
wherein  the  images  of  things*  lie  treasured  up,  is  very  hard 
for  us  to  determine  with  certainty.  It  is  most  probable, 
that  those  very  fibres,  pores  or  traces  of  the  brain,  which  assist 
at  the  first  idea  or  perception  of  any  object,  are  the  same, 
which  assist  also  at  the  recollection  of  it ;  and  then  it  will 
follow,  that  the  memory  has  no  special  part  of  the  brain 
devoted  to  its  own  service,  but  uses  all  tliose  parts  in  gen- 
eral, which  subserve  our  sensations,  as  well  as  our  tliinlcing 
and  reasoning  powers. 

As  the  memory  improves  in  young  persons  from  their 
childhood,  and  decays  in  old  age,  so  it  may  be  increased  by 
art  and  labor  and  proper  exorcise  ;  or  it  may  be  injured  and 
quite  spoiled  by  sloth  or  by  disease  or  a  stroke  onthe  head. 
There  are  some  reasonings  on  this  subject,  which  make  it  evi- 
dent, that  the  goodness  of  a  memory  depends  in  a  great  de- 
gree upontlic  consistence  and  the  temperament  of  that  part 


With  what  bodily  organ,  does  the 
memory  appear  to  he.  |iarliciilarly 
r.ontii.Ttcd  1— Wlif  ro  is  the  brain  1 

Is  it  proliable,  «liat  any  particular 
part  of  thfi  brain  Is  fixrlusivi'ly  di' 
votfid  to  the  Frrvir^  of  innniory  1 

Meaning  of  tirliuivrlu  ?^ 

At  what  period  of  ]i(c,  dues  nie 
mory  generally  improve  1  — deray  1 

Mow  may  memory  be  injured  and 


spoiled  ? 

Are  there  any  trneoa,  forms  of 
iniaycs,  drawn  on  the  braiu.'*  Pro- 
bably there  are  not. 

Is  the  brain  affected  in  any  way, 
when  Ideas  are  received  or  lo«t  l 
It  seems  ci-rlain,  that  it  is. 

Mow  1  Probably,  no  person  will 
ever  know. 


•  Ft  is  hardly  to  be  nopposed  that  Walts  irally  thought,  that  the  "  imngpu 
of  things"  are  in  fart  dilincatcd  upon  the  brain.  It  seems  must  ratiooal  to 
•uppnse  that  h"  nsrd  snc!)  expressions  njntalivcl)-. 


OF  IMPROVING  THE  MEMORY.  171 

of  the  brain,  which  is  appointed  to  assist  the  exercise  of  dl 
our  sensible  and  intellectual  faculties.  So  for  instance, 
in  children  ;  thcj'  perceive  and  forget  a  hundred  things  in 
an  hour.  The  brain  is  so  soft,  tiuit  it  receives  immediately 
all  impressions,  like  water  or  liquid  mud,  and  retains  scarce- 
ly any  of  them.  All  the  traces,  forms  or  images,  which  are 
drawn  tiiore,  are  immediately  effaced  or  closed  up  again,  as 
though  you  wrote  with  your  finger  on  the  surface  of  a  river, 
or  on  a  vessel  of  oil. 

On  the  contrary,  in  old  age,  men  have  a  very  feeble 
remembrance  of  things,  that  were  done  of  l:ite,  that  is, 
the  same  day  or  M'oek  or  year.  The  brain  is  grown  so 
hard,  that  the  present  images  or  strokes  make  little  or  no 
impression  ;  and  therefore,  they  imuiediately  vanish.  Prisco, 
in  his  seventy-eighth  year,  will  tell  long  stories  of  things 
done  when  he  was  in  tlie  battle  of  the  Boyne,  almost  fifty 
years  ago,  and  when  ho  studied  at  Oxford  seven  years  before. 
For  those  impressions  were  made,  v.hen  the  brain  was  more 
susceptive.  They  have  been  deeply  ertgraven  at  the  pro- 
per season,  and  therefore,  they  remain.  But  words  or 
things,  which  he  lately  spoke  or  did,  are  immediately  for- 
gotten :  because  the  brain  is  now  grown  more  dry  and 
solid  in  its  consistence,  and  receives  not  much  more  im- 
pression, than  if  you  v,'rote  with  your  finger  on  a  floor  of 
clay,  or  a  plastered  wall. 

But  in  the  middle  stage  of  life,  or  it  may  be,  from  fifteen  to 
fifty  years  of  age,  the  memory  is  generally  in  its  happiest 
.state  ;  the  brain  easily  receives  and  long  retains  the  images 
and  traces,  which  are  impressed  upon  it ;  and  the  natural 
spirits  are  more  active,  to  range  these  little  infinite  unknown 
figures  of  things  in  their  proper  cells  or  cavities,  to  preserve 
and  recollect  them. 

Whatever,  therefore,  keeps  the  brain  in  its  best  consist- 
ence, may  be  a  help  to  preserve  the  memory.  But  excess 
of  wine,  or  luxury  of  anv  kind,  as  well  as  excess  in  study  or 
business,  may  ovcrwhetm  the  memory,  by  overstraining  and 
weakening  the  fibres  of  the  brain,  wasting  the  spirits,  in- 
juring the  consistence  of  that  tender  substance,  and  con- 
founding the  images,  that  are  laid  up  there. 

Why  floes   Watts    suppose  cliil-  \  range  tliroMih  the  brain,  to  preserve 

dren  so  soon  ^ain  and  lose  irte.is  ?  ;  and    recollect    the    images    there  1 

Wliich  are  hest   remembered    by  !  Probably  not. 

the  ajed,  ideas  caincd  recently,  or  \      Why   did    Watts    suppose    tlieir 

lona  apo  !— Why  ?  (existence'?     It  was  agreeable  to  the 

Ptajie  of  life,  when  the  memory  is  \  notion  of  his  day. 

best  1  I      What  excesses  may   impair  the 

Are  Uiere  any  natural  spirits,  tliat  \  memory? 


172  OF  IMPROVING  THE  MEMORY. 

^ 

A  good  memory  has  tliese  several  qualifications ;  1.  It  is 
ready  to  admit  with  great  ease,  tlie  various  ideas  both  of 
words  and  things,  Avhich  are  learned  or  taught.  2.  It  is 
large  and  copious,  to  treasure  up  these  ideas  in  great 
number  and  variety.  3.  It  is  strong  and  durable,  to  retain 
for  a  considerable  time,  those  words  or  thoughts,  which  are 
committed  to  it.  4.  It  is  faithful  and  active  to  suggest  and 
recollect,  upon  every  proper  occasion,  all  those  words  or 
thoughts,  which  Jiave  been  recommended  to  its  care,  or 
treasured  up  in  it. 

Now  in  every  one  of  these  qualifications,  a  memory  may 
be  injured,  or  improved.  Yet  I  shall  not  insist  distinctly 
on  tliese  particulars,  but  only  in  general,  propose  a  few 
rules  or  directions,  whereby  this  noble  faculty,  may  be 
preserved  or  assisted,  and  shew,  what  are  the  practices,  that 
both  by  reason  and  experience,  have  been  found  of  happy 
influence  to  tliis  purpose. 

There  is  one  great  and  general  direction,  which  belongs 
to  the  improvement  of  other  powers,  as  well  ^s  of  the 
memory  ;  and  that  is,  to  keep  it  always  in  due  and  proper 
exercise.  Many  acts  by  degrees  form  a  habit ;  and  tliere- 
by  the  ability  or  power  is  strengthened,  and  made  more 
ready  to  be  again  in  action.  Our  memories  should  be  used 
and  ino'red  from  ciiildhood,  to  bear  a  moderate  quantity  of 
'knowledge,  let  into  them  early  ;  and  they  will  thereby  be- 
come strung  fur  use  and  service.  As  any  limb  duly  exer- 
cised, grows  stronger,  the  nerves  of  the  body  are  corrobo- 
rated thereby.  Milo  took  up  a  calf,  and  daily  carried  it  on 
his  shoulders.  Aa  the  calf  grew,  iiis  strentrth  grew  also  : 
and  he  at  last  arrived  at  firmness  enough  to  Dear  the  ox. 

Our  memories  will  be,  in  a  great  measure,  moulded  and 
formed,  improved  or  injured,  according  to  the  exercise  of 
them.  If  v/e  never  use  them,  they  will  be  almost  lost. 
Those,  who  are  wont  to  converse  or  read  about  a  fr;w  things 
only,  will  retain  but  a  few  in  their  memory.  Those  who 
are  used  to  remember  things  but  for  an  hour,  and  charge 
their  memories  with  it  no  longer,  will  retain  them  hut  an 

Four  prciiierlii'sof  a  good  Bicniory  ?  |  ed  fiom  rliildliood  1 

Hy    wiml   !idj(-rtive»,    liiny    t\icvt-  \  Arcordinc  lo  wlinl,  will  our  me- 

propertirHlm  <!X|ircMced  1  Hnntqilivr,  I  mories  lie  in  a  prent  mcnsiire  niould- 

capaeiuu.i,  rrlmlinr  iiiid  rfiidij.                \  ed,  iiijiirrd  or  imptovi'il  1 

In  whirli  (if  Uii'sc,  may  niciiiory  j  What  il"  we  scarcRly  ever  use  our 

Im)  iiijiired  or  niiprdvcd  1                        |  meriiories  1 

Grand    diiiclioii    fur    iniprovlnp  V\lint  if  we  rlinrpe  our  infmorifS 

every  faculty  1  to  remeiiibor  things  but  for  an  hour.' 

To  what,  should  memory  be  inur-  i 


OF  IMPROVING  THE  MEMORY  173 

hour.  Let  words  be  remembered,  as  well  as  things,  that  so 
you  may  acquire  a  copiousness  of  language,  as  well  as  of 
thouglit,  and  be  more  ready  to  express  your  mind  on  all 
occasions. 

Yet  tliero  should  be  a  caution  given  in  some  cases.  The 
memory  of  a  child,  or  any  infirm  person,  should  not  be  over- 
burthened ;  for  a  joint  or  a  limb  may  be  overstrained  by 
being  too  much  loaded,  and  its  natural  power  never  be 
recovered.  Teachers  should  wisely  judge  of  the  power  and 
constitution  of  youth,  and  impose  no  more  on  them,  than 
they  are  able  to  bear  with  cheerfulness  and  improvement. 

And  particularly  they  should  take  care,  that  the  memory 
of  the  learner  be  not  too  much  crowded  with  a  tumultuous 
heap  or  overbearing  multitude  of  documents  or  ideas  at  one 
time.  This  is  the  way  to  remember  nothing.  One  id'ea 
effaces  another.  An  over-greedy  grasp  does  not  retain  the 
largest  handful.  But  it  is  the  exercise  of  memory  with  a 
due  moderation,  that  is  one  general  method  toward  its  im- 
provement. 

The  particular  rules  are  such  as  these  ; 

1.  Due  attention  and  diligence  to  understand  things, 
which  we  would  commit  to  memory,  is  a  rule  of  great  ne- 
cessity in  this  case.  When  tlie  attention  is  strongly  fixed 
to  any  particular  subject,  all  that  is  said  concerning  it, 
makes  a  deeper  impression  upon  the  mind.  There  are 
some  persons,  who  complain,  they  cannot  remember  divine 

VVIiy  slioiild  we  remeiiilier  word:!,  S       \\'liat'k!iiil  of  a  sclinnl-book  seems 

as  well  as  tl:itips  .'  \  to  lie  most  nereded  "!    A  book  to  teach 

What  other  .i(l<',intage  wiil  result  |  the   young  child   readinjjr,  spelling, 

from  ienrniiis  words  in  connection  |  pronunciation    and    signification   at 

with  tliifiss  1     Ft  will   assist   us   to  |  Ihesainetime. 

retain  a  knowledire  of  the  thing's.  i       For  what    literary    object   might 

How  does  this  furuisli   an  argii-  |  10,000  dollars  he  most  usefully  be- 

ment   in   favor  of    having    printed  j  stowed?    To  reward  the  person  who 

questions,  adapted  to  schoid  i.ooks*  !  should  write  tlie  best  book  for  this 

Tliey  will  induce  the  pupil  to  com-  |  purpose. 

init    to    memory    most    important  !       VVliat   caution    does    the    author 

woiils  and  phrases.  |  give  with  renard  to  tasking  the  me- 

VVIiirh    should    we    learn    first,  j  niory  of  a  child,  or  any  infirm  per- 

things  or  their  names  .'     It  seems  of  |  son.' 

litile  importance,  which   we   learn  |       What  is  the  utmost  task  that  a 

first,  provided  we  learn  them  very  j  teacher  should  impose  upon  Ins  pu- 

nearly  together.  |  pils.' 

Why  should  both  he  learned  near-  j  •   What  if  the  memory  be  too  much 

ly   at  the   same  time.'     The  name  |  crowded'! 

and  thing  mav  often  help  to  explain  |       What  is  the  first  first  rule  fol  cona- 

each  other.     The  kiiowleds-'e  of  both  j  initting  to  memory .' 

is  nuich  more  useful,  and  may  he  |      Why  cannot  some  remember  dis- 

niore  easily  remembered,  than  ol"one  j  courses,  that  they  hearl 

alone.  I 
15* 


174  OF  IMPROVING  THE  MEIIORY. 

or  human  discourses,  which  they  hear;  when  in  truth,  their 
thouglits  are  wandering  half  the  time  ;  or  they  hear  with 
such  coldness  and  indifference,  and  q,  trifling  temper  of 
spirit,  ihat  it  is  no  wonder,  the  things,  which  arc  read  or 
spoken,  make  but  a  slight  impression  on  the  brain,  and  get 
no  firm  footing  in  the  memory ;  but  soon  vanish  and  are 
lost. 

It  is  needful,  therefore,  if  we  would  maintaui  a  long  re- 
membrance of  the  things,  which  we  read  or  hear,  that  we 
should  engage  our  delight  in  those  subjects,  and  use  the 
methods,  which  are  already  prescribed,  in  order  to  fix  the 
attention.  Sloth  and  idleness  will  no  more  bless  the  mind 
with  intellectual  riches,  than  it  will  fill  the  hand  with  grain, 
the  field  with  corn,  or  the  purse  with  treasure. 

Let  it  be  added  also,  that  not  only  the  slothful  and  the 
negligent  deprive  tliemselves  of  proper  knowledge  for  the 
furniture  of  their  memory,  but  such  as  appear  to  have  active 
spirits,  v/ho  are  ever  skimming  over  the  surface  of  things 
with  a  volatile  temper,  will  fix  nothing  in  their  mind.  Vario 
will  spend  whole  mornings  in  running  over  loose  and  un- 
connected pages,  and  with  fresh  curiosity,  is  ever  glancing 
over  new  words  and  ideas,  that  strike  his  present  fancy. 
He  is  fluttering  over  a  thousand  objects  of  art  and  science  ; 
and  yet  treasures  up  but  little  knowledge.  There  must  be 
the  labor  and  tiic  diligence  of  close  attention  to  particular 
subjects  of  thought  and  inquiry,  which  only  can  impress 
what  we  read  or  think  of  upon  the  remembering  faculty  in 
man. 

2.  Clear  and  distinct  apprehension  of  the  things,  which 
we  commit  to  memory,  is  necessary,  in  order  to  make  them 
dwell  there.  If  we  would  remember  words,  or  learn  the 
names  of  persons  or  tilings,  w(>  should  have  them  recom- 
mended to  our  memory,  by  clear  and  distinct  pronunciation, 
spelling  or  writing.  If  we  would  treasure  up  the  ideas  of 
tilings,  notions,  propositions,  arguments  and  sciences,  these 
shoiild  be  recommended  idso  to  our  memory  by  a  clear  and 
distinct  perception  of  tlieni.  Faint,  glimmering  and  con- 
fused ideas  will  v.misli,  lik(-  images  seen  In  twilight.  Every 
thing,  whicli  we  learn,  should  bo  conveyed  to  the  mind  in 
the  plainest  expressions,  without  any  ambiguity,  that  we 
may  not  mistake,  what  we 'desire  to  remember.  This  is  a. 
general  rub;,  whether  we  would  employ  the  memory  about 
words   or  things  ;    though  it  must  be  confest,  that  mere 


Scrcind  rule  1 

KlFecl  of  iironoiinciiig  or  wrilliiR  words,  lli.it  wo  woulil  learn? 


OF  IMPROVING  THE  MEMORT.  170 

sounds  and  w'ords  are  much  harder  to  fix  in  ihg  mind,  than 
the  Icnowledjre  of" things. 

For  tills  reason,  take  heed,  as  I  have  often  before  warned 
you,  that  you  do  not  take  up  witli  words  instead  of  things, 
nor  mere  sounds,  instead  of  sentiments  and  ideas.  Many 
a  lad  forgets  what  has  been  taught  him,  merely  because  he 
never  well  understood  it.  He  never  clearly  and  distinctly 
took  in  the  meaning  of  those  sounds  and  syllables,  which  he 
was  required  to  get  by  heart. 

This  is  one  reason,  why  boys  make  so  poor  a  proficiency 
in  learning  the  Latin  tongue,  under  masters,  who  teach 
them  by  grammars  and  rules  written  in  Latm.  And  this  is 
a  common  case  with  children,  when  they  learn  their  cate- 
chisms in  their  early  days.  The  language  and  the  senti- 
ments, conveyed  in  those  catechisms,  are  far  above  the 
understanding  of  creatures  of  that  age;  and  they  haVe  no 
clear  ideas  from  the  words.  This  makes  the  answers  much 
harder  to  be  remembered,  and  in  truth,  they  learn  nothing 
but  words  without  ideas  ;  and  if  they  are  ever  so  perfect  in 
repeating  the  words,  yet  they  know  nothing  of  divinity. 

For  this  reason,  it  is  necessary  in  teaching  children  the 
principles  of  religion,  that  they  should  be  expressed  in  very 
plain,  easy  and  familiar  words,  brought  as  low. as  possible, 
down  to  their  understandings,  according  to  their  different 
ages  and  capacities  ;  and  thereby  they  will  obtain  some 
useful  knowledge,  when  tlie  words  are  treasured  up  in  their 
memory  ;  because  at  the  same  time,  they  will  treasure  uj) 
those  divine  ideas  too. 

3.  Method  in  the  things  we  commit  to  memory,  is  neces- 
sary, in  order  to  make  tliem  take  more  effectual  possession 
of  the  mind,  and  abide  there  long.  As  much  as  system- 
atica] learning  is  decried  by  some  vain  and  humorous  triflera 
o^  the  age,  it  is  certainly  the  happiest  way  to  furnish  tlio 
mind  wiUi  a  variety  of  knowledge. 

Whatever  you  would  trust  to  your  memory,  let  it  be  dis- 
posed in  a  proper  method,  connected  well  together,  and 
referred  to  distinct  and  particular  heads  or  classes,  both 
general  and  particular.    An  apothecary's  boy  will  much 

Why  lias  many  a  lad  anon  forgot-  j  diired  into  our  schools  '    That  chil- 

ten  what  he  had  "been  tatictit?             |  dren  should  he  better  instructed  in 

Greatest  improvement  in  scliools,  i  relicion,  and   made   more   fully  to 

since  the  days  of  Watts'?    Children  |  understand  what  they  learn, 

are  better  taught  to  understand  what  i  In  what  kind  of  lanstiace,  should 

Uiey  learn.                                   .          i  children  be  tauplil  religion  1 

Two    improvements,    that    now  j  What  does  he  recommend  in  tlio 

seem  most  desirable  to   be    intro-  j  third  rule  1 


176  OF  lUPROVIJVG  TOE  MEMORY. 

sooner  learn  all  the  medicines  in  liis  master's  shop,  when 
they  are  ranged  in  boxes  or  on  shelves,  according  to  their 
distinct  natures,  whether  herbs,  drugs  or  minerals,  whether 
leaves  or  roots,  whether  cliemical  or  galenical  preparations, 
whether  simple  or  compound,  &c.  and  when  they  are  placed 
m  some  order  according  to  their  nature,  their  fluidity,  or 
their  consistence,  &ic.  m  vials,  bottles,  gallipots,  cases, 
drawers,  &,c.  So  the  genealogy  of  a  family  is  more  easily 
learnt,  when  you  begni  at  some  j^reat  grandfather  as  tiie 
root,  and  distinguish  the  stock,  the  Targe  houghs,  tlie  lesser 
branches,  the  twigs  and  the  buds,  till  you  come  down  to 
the  present  infants  of  the  house.  And  indeed  all  sorts  of 
arts  and  sciences,  taught  in  a  method,  are  more  easily  com- 
mitted to  the  mind  or  memory. 

I  might  give  another  plain  simile,  to  confirm  the  trutli  of 
this.  What  liorse  or  carriage  can  take  up  and  bear  away 
all  the  various,  rude  and  'unwieldy  loppings  of  a  branchy 
tree  at  once  ?  but  if  they  are  divided  yet  further,  sc  as  to 
be  laid  close,  and  bound  up  in  a  more  uniform  manner  into 
several  faggots,  perliaps  those  loppings  may  be  all  carried 
iis  one  single  load  or  burden. 

Tlie  mutual  dependance  of  things  on  cocli  otlier,  lielpa 
t!ie  memory  of  both.  A  wiso  connection  of  tlie  parts  ot  a 
discourse  in  a  rational  method,  gives  great  advantage  to 
the  reader  or  liearcr,  in  order  to  his  renieinbrance  of  it. 
Therefore,  many  mathematical  demonsLrations  in  a  long 
train,  may  be  remombered  mucli  better,  than  a  hcnp  of  sen- 
tences, wiiich  have  no  connection.  The  book  of  1  rovcrbs, 
at  least,  from  the  tenth  chapter  and  onward,  is  much  harder 
1.0  remember,  than  the  book  of  Psalms,  for  this  reason  ;  and 
some  Christians  have  told  me,  that  they  rememl)er  wliat  is 
written  in  the  epistle  to  the  Romans,  and  that  to  the  He- 
brews, much  better  tlian  many  others  of  the  sucn-d  e|)istles  ; 
because  there  is  more  e.xact  metiiod  and  connection  ob- 
.served  in  them. 

He,  that  would  h'arn  to  remember  a  sermon,  wliich  he 
hears,  should  accpiaint  hiuiself  by  degrei*?!  with  the  method, 
in  which  the  soveral  important  parts  of  it  are  dejivered. 
It  is  a  certain  fanil  in  a  multitude  of  preacluTS,  that  they 
utterly  neirloft  method  ;  or  at  least,  they  refuse  to  render 
their  method  visible  and  sensible  to  the  iicarers.     One 

What  efToct  upon  the  riii'iiHiry,  has  1  What  hint  (Ioch  he  (jive  for  ro- 

Ihn  innliiiil   ilu|ieiiil(Mir<'  (rf  things  1  j  inpnihi^ring  n  Horrnon  .' 

Why    in    the    grcalrr  part  of  the  j  What  flors  In;  tnnnlhin  n!i  a  fauU 

hook  <>rrruv).Mhii,  harilto  be  reinein-  |  in  a  multitiidu  of  proncl'ori ? 

Ur<d  1  I 


OF  IMPROVIPfG  THE  MEMORY.  177 

would  be  tempted  to  tliink,  it  was  for  fear  their  auditors 
should  remember  too  mucli  of  their  sermons,  and  prevent 
their  preaching  tliem  three  or  four  times  over.  But  I  have 
candor  enough  to  persuade  myself,  that  the  true  reason  is, 
they  imagine  it  to  be  a  more  modish  way  of  preaching  with- 
out particulars.  I  am  sure  it  is  a  much  more  useless  one. 
And  it  would  be  of  great  advantage  both  to  the  speaker 
and  hearer,  to  have  discourses  for  the  pulpit  cast  into  a 
plain  and  easy  method,  and  the  reasons  or  inferences  ranged 
in  proper  order,  and  that  under  the  vrords,  Ji:-st,  secondly  and 
thirdly,  however  they  may  be  now  fancied  to  sound  un- 
polite  or  unfashionable.  But  archbishop  Tillotson  did  not 
think  so  in  his  days. 

4.  A  frequent  review  and  careful  repetition  of  the  things 
we  would  learn,  and  an  abridgment  of  them  in  a  narrow 
compass,  has  a  great  influence  to  fix  them  in  the  memory. 
Tiierefore,  it  is,  that  the  rules  of  granmiar  and  useful  exam- 
ples of  tlie  variation  of  words,  and  the  peculiar  forms  of 
speech  in  any  language,  are  so  often  appointed  by  the 
masters,  as  lessons  for  the  scholars,  to  be  repeated ;  and 
tliey  are  contracted  into  tables  for  frequent  review,  that 
what  is  not  fixed  in  the  mind  at  first,  may  be  stamped  upon 
the  memory,  by  a  perpetual  survey  and  rehearsal. 

Repetition  is  so  very  useful  a  practice,  that  Mnemon^ 
even  from  his  youth  to  his  old  age,  never  read  a  book  with- 
out making  some  small  points.  Sashes  or  hooks  in  the  mar- 
gin, to  mark,  what  parts  of  the  discourse  were  proper  for  a 
review  ;  and  when  he  came  to  tlie  end  of  a  section  or  chap- 
ter, he  always  shut  Ids  book,  and  recollected  all  the  senti- 
ments or  expressions,  he  had  marked,  so  that  he  could  give 
a  tolerable  analysis  and  abstract  of  every  treatise  he  had 
read.  Just  after  he  had  finished  it.  Thence  he  became  so 
well  fiirnished  with  a  rich  variety  of  knowledge. 

Even  when  a  person  is  hearing  a  sermon  or  a  lecture,  he 
may  give  liis  thoughts  leave  now  and  then  to  step  back  so 
far    as  to  recollect  the  several  heads  of  it  from  the  begin- 
Why  doea  he  suppose,  they  neg-  |  back,  in  henring  a  discourse? 
lect  nietlind  1  |      How  may  a  preacher  greatly  assist 

Is  it  desirable,  that  a  sermon  |  his  liearers,  to  remember  what  he 
shoiiid  contain  numerical  divisions,  \  says  1  liy  making  a  long  pause  be- 
e.vpressed  byjfj-st,  6-ccufid,  tftird,  tcl  S  fore  naming  a  new  head;  by  men- 

Why.'  I  tioning   eacli  head  twice;    and  by 

What  does  he  recommend  in  the  !  sometimes  repeating  tlie  preceding 
fourth  rule  T  \  heads. 

Mnemon's  method  of  reading.'        !       Is  it  best  to  take  notes,  whde  we 
Etfectof this  method  1  \  are  hearing  a  sermon?     For  some 

WUat  liberty  may  we  take  to  look  |  vei)  ready  writers,  it  may  be  best. 


178  OF  IMPROVING  THE  MEMORY. 

ning,  two  or  three  times,  before  it  is  finished.  The  omis- 
sion or  loss  of  a  sentence  or  two  among  the  amplifications, 
is  richly  compensated  by  preserving  in  the  mind  the  method 
and  order  of  the  whole  discourse,  in  the  most  important 
branches  of  it. 

If  we  would  fix  m  the  memory  the  discourses  we  hear,  or 
what  we  design  to  speak,  let  us  abstract  them  into  brief 
compends  and  review  them  often.  Lawyers  and  divines 
have  need  of  such  assistances.  They  write  down  short 
notes  or  hints  of  the  principal  heads  of  what  they  desire  to 
commit  to  memory,  in  order  to  preach  or  plead.  For  such 
abstracts  and  epitomes  may  be  reviewed  much  sooner,  and 
the  several  amplifying  sentiments  or  sentences  will  be 
more  easily  invented  or  recollected  in  their  proper  places. 
The  art  of  short  hand  is  of  excellent  use  for  this,  as  well  as 
other  purposes.  It  must  be  acknowledged,  tliat  tliose  who 
scarcely  ever  take  a  pen  in  their  hands  to  write  short  notes 
or  hints  of  what  they  are  to  speak  or  learn,  who  never  try 
to  cast  thm^s  into  rnethod,  or  to  contract  tlie  survey  of 
them,  in  order  to  commit  tlicm  to  memory,  need  a  double 
degree  of  power  to  retain  and  recollect  wnat  tJiey  read  or 
he;ir  or  intend  to  speak. 

Do  not  plunge  yourself  into  other  businesses  or  studies, 
amusements  or  recreations,  immediately  after  you  liave 
attended  upon  instruction,  if  you  can  avoid  it.  Get  time,  if 
possible,  to  recollect  tlie  things  you  have  heard,  that  they 
may  not  be  washed  all  away  from  the  mind  by  a  torrent  of 
other  occurrences  or  cni>'ageiiionts,  nor  lost  in  the  croud  or 
clamor  of  other  loud  and  importunate  affairs. 

Talking  over  the  things,  whicli  you  have  read,  with  your 

Best  niethoil  of  taking  snrh  notes  ?  (  toliearinp  a  sermon  ?  Most  devmit- 
Wrile  enuiicli  of  tlie  doctrine  or  |  ly  toapply  ittooiirown  conscience*, 
leading  prupusilion,  to  lie  able  to  i  to  reprove  and  correct  us. 
retneiiibcr  it  ;  and  a  \v(/id  or  two  of  i  \\'l)at  docs  he  say  of  forniinn  brief 
each  liead  ;  and  Fometiincs,  perhaps,  [  compends  of  what  we  would  re- 
note  n  very  striking  thou)!ht  besides.  !  member'! 

Why    not  write  as  much  as  pos-  5       ftleaninp  of  f<nn;)f7irf? — of  britfl 
siblc    at   tlie   tiiiie.=      'J'lie   cfTirt  of!       I»   it  best  to  learn  the  art  of  short 
writinc  will   be  likely  lo  prevent  all   !  hand  1       Trobaiily    not    one   person 
good   impression   of  the   truths  de-  !  nnionf;    ten    thousand   will   find   it 
livered.        '  j  worth  so  much  to  liim,  as  it  will 

What  slinuld  we  do  imtnp'finlely  j  cost, 
■fler  atteiiilitigon  a  serTiion  ?  Think  \      Why  should  we  not  pliince  into 
over  the  heads  and   substance  of  it,  j  business    or   aiiiusemenls,  immedi- 
itnd  endeavor  to  make  it  ns  profit    i  ately  alter  attending  upon  instrur 
able  lo  ourselves  ns  pnssible.  by  self  j  tion  1 

application,  priiy<'r,  and  perhaps  by  j  What  dons  he  sny  of  conveminK 
wrltiii)!  the  most  strikiiip  parl«.  I  upon  what  we  learn'' 

IVIost  Important  duty  in   relation  1 


or  IMPROVING  THE  MEMORY.  171) 

companions,  on  the  first  proper  opportunity,  is  a  most  use- 
ful manner  of  review  or  repetition,  in  order  to  fix  them  upon 
the  mind.  Teach  them  to  your  younger  friends,  in  order 
to  establish  your  own  knowledge,  while  you  communicate 
it  to  them.  The  animal  powers  of  your  tongue  and  of  youi 
car,  as  well  as  your  intellectual  faculties,  will  all  join  to 
lielp  the  memory.  Hermetas  studied  hard  in  a  remote  cor- 
ner of  the  land,  and  in  solitude ;  yet  he  became  a  very 
learned  man.  He  seldom  was  so  happy,  as  to  enjoy  suitable 
society  at  home,  and  therefore  he  talked  over  to  the  fields 
and  the  woods,  in  the  evening,  what  he  had  been  reading 
in  the  day,  and  found  so  considerable  advantage  by  this 
practice,  that  lie  recommended  it  to  all  his  friends,  since  he 
could  sot  his  approbation  to  it  from  17  years'  trial. 

5.  Delight  in  the  things  we  learn,  gives  great  assistance 
toward  the  remembrance  of  them.  VVliatever,  therefore, 
we  desire,  a  child  should  commit  to  memory,  make  it  as 
pleasant  to  him,  as  possible  ;  endeavor  to  search  his  genius 
and  his  temper ;  and  let  him  take  in  the  instructions  you 
give  liim,  or  the  Icsssons  you  appoint  him,  as  far  as  may  be, 
in  a  way  suited  to  his  natural  inclinations.  Fabellus  would 
never  learn  any  moral  lesson,  till  they  v/ere  moulded  into 
the  form  of  some  fable,  like  tliose  of  Esop,  or  till  tTiey 
put  on  the  appearance  of  a  parable,  like  those,  wherein  our 
blessed  Savior  taught  the  ignorant.  Then  he  remembered 
well  the  emblematical  instructions,  that  were  given  him, 
and  learnt  to  practise  the  moral  sense  and  meaning.  Young 
Spcctorius  was  taught  virtue,  by  setting  before  him,  a 
variety  of  examples  of  the  various  good  qualities  in  human 
life ;  and  he  was  appointed  daily  to  repeat  some  story  of 
this  kind  out  of  Valerius  Maximus.  The  same  lad  was  early 
instructed  to  avoid  the  common  vices  and  follies  of  youth' 
in  the  same  manner.  This  is  akin  to  the  method,  whereby 
the  Lacedemonians  trained  up  their  children  to  hate  drunk- 

To  wlKit,  did  Flennetris  talk  over  i  of  Fabellus  be  renounced  1  That 
what  he  had  learned  1  ;  we  may  study  the  rest  of  the  Bible, 

Why  is  it  nvjch  belter  to  talk  to  a  !  as  Wfil  as  the  parables  ;  that  we  may 
living  audience  ?  For  tlieir  inslruc-  |  become  a  patient,  thorough  scholar, 
tion  and  our  own.  !      How  was  Spectorius  taught  vir- 

Meaning  of  oijrficrtcc?  |  tue  ? 

What  does  he  say  of  the  pleasure  \  What  book  contains  the  best  sto- 
oflearning,  as  itaftectsthe  inefnory  ?  )  rie3,  to  teach  children  virtue  1    The 

To  what,  should  we  endeavor  to  i  Bible. 
suit  the  instructions  we  give   to  a  ;      Ilow  did  the  Lacedemonians  train 
child'!  \  up  their  children,  to  hate  dninken- 

What  was  the  only  form,  in  which  |  ness  ?— Was  this  right  I  [SeeRom. 
Fabellus  would  leaiil  mo.-al  lessons  ?  ,  3:  6.] 

Whv   should    l!if   filr.iloj^-  hdiMor  j 


180  OF  IMPROVING  THE  MEMORY. 

enness  and  intemperance,  namely,  by  bringing  a  drunken 
man  into  their  company,  and  showiiig  them,  what  a  beast 
he  had  made  of  himself.  Such  visible  and  sensible  forms 
of  instruction,  will  make  long  and  useful  impressions  upon 
the  memory. 

Children  may  be  taught  to  remember  many  things  in  a 
way  of  sport  and  play.  Some  young  creatures  havelearnt 
their  letters  and  syllables,  and  the  pronouncing  and  spell- 
mg  of  words,  by  having  them  pasted  or  written  upon  many 
little  flat  tablets  or  dies.  Some  have  been  taught  vocabu- 
laries of  different  lan"-uages,  having  a  word  in  one  tongue 
written  on  one  side  ot  these  tablets,  and  the  same  word  in 
another  tongue  on  the  other  side  of  them. 

There  might  bo  also  man^  entertaining  contrivances  for 
the  instruction  of  children  in  several  tilings  relating  to 
geometry,  geography  and  astronomy,  in  such  alluring  me- 
thods, which  would  make  a  most  agreeable  and  lasting  im- 
pression on  their  minds. 

6.  The  memory  of  useful  things  may  receive  considera- 
ble aid,  if  they  are  thrown  into  verse.  For  the  numbers 
and  measures  and  rhyme,  according  to  the  poesy  of  differ- 
ent languages,  liave  a  considerable  influence  upon  man- 
kind, both  to  make  them  receive  with  more  ease,  the  things 
proposed  to  their  observation,  and  preserve  them  longer  in 
their  remembrance.  How  many  are  there  of  tlie  common 
affairs  of  life,  which  have  been  taught  in  early  years  by  the 
help  of  rhyme,  and  have  been  like  nails,  fastened  in  a  sure 
place,  and  rivetted,  by  daily  use  ? 

So  the  number  of  the  days  of  each  month  ia  engraven  on 
the  memory  of  thousands,  by  these  four  lines  ; 

Thirty  (lays  li:itli  Sopteiiiher, 
A)>ril,  Juno,  and  iN'oveinl)er  ; 
February,  t\vt'iilyi;i);lit  alunv ; 
And  all  llio  rest  have  thirty-une. 

Who  may  be  tansht  to  rcrnoinlicr  (  inaiiy    infant  srhools  ?      That    the 

many  things,  by  way  ut°  sport  and  |  children  will  consider  their  exerciaes 

play  .•"                                                       :  play  and  spnrt. 

Why  should  not  children  be  taught  j  Present  state  of  infant  srhoola  T 

every   tiling  in    this    way?     They  !  They  senin  to  bo  yet   in   their  in- 

snould   be  lanulil  to   feel,  that  <;od   i  fancy. 

did  not  make  iIkmii  to  Kpetnl  tlicir  >  VVIiat  may  we  hope  from  infant 

lives   in    play,  but   to   endure  li:ird-    j  sniools?     'I'hal  they  will  lie  among 


nesH,    aH    good     soldierii    of    Jci 
Cnriht. 

Why  Bhonid  they  be  trained  np, 
(hub  to  endnre  hardne-is.'  'I'his  is 
the  way,  in  wliirh  thev  slimild  co, 
timl  they   may   lichl  the  lmmh!  fiijlit 


offnilli.    I'rov.  Q'J:^.    I  Tim.  ti :  I-,!.       vnii  toremeoilier  the  niiiidier  ol  da>s 
What  (lancer  ir  tlKuiKlit  to  attend      In  each  month. 


the  chiKf  means  of  811  rai.iinR  man- 
kind, UH  to  make  them  appear  lika 
another  race  ol  Iteincs. 

What  does  Walls  !,ay  of  verse,  In 
relalion  to  memory  ? 

Repeal   llie  linen  that  may  ennlile 


OF  IMPROVING  THE  MEMORY.  181 

So  have  rules  of  health  been  prescribed  in  the  book 
called  Schola  Salornitana :  and  many  a  person  has  pre- 
served himself  doubtless  from  evening  gluttony,  and  the 
pains  and  diseases  consequent  upon  it,T)y  these  two  lines. 

Ex  magna  cimui.,  stomacho  Jlt.maxmm  picna ; 
Ut  sis  node  lei:is,Jit  Ubi  ci£>ta  brevLs. 

Englished ; 

To  be  easy  all  night, 
Let  your  supper  lie  light , 
Or  else  you'll  complain 
Of  a  stomach  in  pain. 

And  a  hundred  proverbial  sentences  in  various  lan- 
guages, are  formed  into  rhyme  or  verse,  whereby  they  are 
made  to  remain  in  the  memory  of  old  and  young. 

It  is  from  this  principle,  tliat  moral  rules  have  been  cast 
into  a  poetic  mould,  from  all  antiquity.  So  the  golden 
verses  of  the  Pythatroreans,  in  Greek ;  Gate's  disticlis  De 
.Moribus,  in  Latin  ;  Lilly's  precepts  to  scholars,  called  Qui 
milii,  with  many  otiicrs  ;  and  this  has  been  done  with  very 
good  success.  A  line  or  two  of  this  kind  recurring  to  the 
memory,  has  often  guarded  youtli  from  a  temptation  to 
vice  and  folly,  as  well  as  put  tiiem  in  mind  of  their  present 
duty. 

7.  When  you  would  remember  new  thmgs  or  words, 
endeavor  to  associate  them  with  some  words  or  things, 
which  you  have  well  known  before,  and  which  are  estab- 
lished in  your  memory.  This  association  of  ideas  is  of 
great  importance,  and  may  be  of  excellent  use  in  many  in- 
stances of  human  life.  One  idea,  which  is  familiar  to  the 
mind,  connected  with  others  which  are  new  and  strange, 
will  bring  tho.--.e  new  ideas  into  easy  remembrance.  Ma- 
ronides  had  got  the  first  hundred  linos  of  Virgil's  Enead 
printed  upon  his  memory  so  perfectly,  that  he  knew  not 
only  tiie  order  and  number  of  every  verse  from  one  to  a 
hundred,  but  the  order  and  number  of  every  word  in  each 
verse  also  ;  and  by  this  ipeans,  he  would  remember  two  or 
three  hundred  names  of  persons  or  things  by  some  rational 
or  fantastic  connection  between  some  word  in  the  verse, 
and  some  letter,  syllable,  property  or  accident  of  tiie  name 
or  tiling  to  be  remembered,  even  though  they  had  been 
repeated  but  once  or  twice  in  his  hearing.  Animate  prac- 
tised much  the  same  art  of  memory,  by  getting  the  Latin 

If  we  would  rcmetnber  new  wonls  or  things,  ivilh  wh;it,  slmuld  we 
asaGCiate  them  .' 

It) 


182  OF    IMPROVr.VG    THE    MEMORY. 

names  of  twenty-two  animals  into  his  head,  according  to 
the  alphabet,  namely,  asinus,  basilicus,  canis,  draco,  elepnas, 
felis,  gryphus,  hirciis,  jiivencus,  Ico,  miilus,  noctua,  ovis, 
panthera,  quadrupes,  rhinoceros,  simia,  taurus,  ursus,  xiphi- 
as,  hyena  or  yena,  zibetta.  IMost  of  these  he  divided  also 
into  four  parts,  namely,  head  and  body,  feet  lins,  or  wings, 
and  tail ;  and  by  some  arbitary  or  chimerical  attachment  of 
each  of  these  to  a' word  or  thing,  which  he  desired  to  re- 
member, he  committed  them  to  the  care  of  his  memory, 
and  that  with  good  success. 

It,  is  also  by  this  association  of  ideas,  that  we  may  better 
imprint  any  new  idea  upon  the  memory,  by  joining  Aj'ith  it, 
some  circumstance  of  the  time,  place,  company,  &-c,  where- 
in we  first  observed,  heard  or  learnt  it.  If  we  would  re- 
cover an  absent  idea,  it  is  useful  to  recollect  those  circum- 
stances of  time,  place,  &c.  The  substance  v/ill  many  times 
be  recovered,  and  brought  to  the  thoughts  by  recollecting 
the  shadow.  A  man  recurs  to  our  fancy  by  remembermg 
his  garment,  his  size  or  stature,  his  office  or  employment, 
&c.  A  beast,  bird  or  fisii  by  its  color,  figure,  or  motion,  by 
tiie  cage  or  court-yard  or  cistern,  wherein  it  was  kept. 

To  this  head,  also  wo  may  refer  that  remembrance  of 
names  and  things,  which  may  be  derived  from  our  recol- 
lection of  their  likeness  to  other  things,  which  we  know  ; 
either  their  resemblance  in  tlio  name,  character,  form,  ac- 
cident or  anv  tliiug  that  belongs  to  them.  An  idea  or  word, 
wliich  has  been  lost  or  forgotten,  has  been  otlen  recovered 
by  hitting  upon  some  otlier  kindred  word  or  idea,  wliich  has 
the  nearest  resemblance  to  it,  and  that  in  the  letters,  sylla- 
bles or  sound  of  the  name,  as  well  as  properties  of  the  tiling. 

If  we  would  remeuiber  Hippocrates  or  Galen  or  Para- 
celsus, think  of  a  physician's  name,  beginning  with  II.  G. 
or  P.  If  we  would  remember  Ovidius  Naso,  we  may  repre- 
sent a  man  with  a  great  nose  ;  if  Plato,  we  may  think  upon 
a  person  witii  large  shoulders;  ifCrispus,  we  may  fancy 
another  with  curled  hair  ;  ami  so  of  otiier  things. 

And  sometimes  a  now  or  strange  idea  mny  be  fixed  in 
the  memory,  by  considering  its  contrary  or  opposite.  So  if 
we  cannot  hit  on  the  word  Goliath,  the  remembrance  of 
David  may  recover  it;  or  the  name  of  a  Trojan  may  be 
recovered  by  thinking  of  a  (J  rock,  <Stc. 

8.  In  such  cases,  wherein  it  may  be  done,  seek  after  a 

How  m;iv  we  oUi.-n   recover  an  t  im'l   rontrnrlos,  In  relation  to  nio- 

abscill  iilc'ii'1  !    niMrvt 

Wlial  (loeH  he  nny  (>['  rcrpinlilniirrs  '       \Vli;it  in  mraiit  !)>•  a  locnl  memory  ? 


OF  IMPROVING  THE  MEMORY.  183 

local  memory,  or  a  remembrance  of  what  you  had  read  by 
the  side  or  page,  where  it  is  written  or  printed  ;  whether 
the  right  or  the  left,  whether  at  the  top,  the  middle  or  the 
bottom;  whether  at  the  be"-inni»g  ot  a  chapter  or  a  para- 
graph, or  the  end  of  it.  It  Tias  been  some  advantage  for 
this  reason  to  accustom  ourselves  to  books  of  the  same 
edition ;  and  it  has  been  of  constant  and  special  use  to 
divines  and  private  Christians,  to  be  furnislied  with  snvei'al 
Bibles  of  the  same  edition  ;  that  wherever  they  are,  whether 
in  their  chamber,  parlor  or  study,  in  the  younger  or  elder 
years  of  life,  they  may  find  the  chapters  and  verses  stand- 
m^  in  the  same  parts  of  the  page. 

This  is  also  a  great  convenience  to  bfe  observed  by 
printers  in  the  new  editions  of  Grammars,  Psalms,  Testa- 
ments, &c.  to  print  every  chapter,  paragraph  or  verse  in 
the  same  part  of  the  page,  as  me  former,  that  so  it  may 
yield  a  happy  assistance  to  those  young  learners,  who  find, 
and  even  feel  the  advantage  of  a  local  memory. 

9.  Let  every  thin^  we  desire  to  remember  be  fairly  and 
distinctly  written,  and  divided  into  p'eriods,  with  lar^e  cha- 
racters ;  for  by  this  moans,  we  shall  the  more  readily  im- 
print the  matter  and  words  on  our  minds,  and  recollect 
them  with  a  glance,  the  more  remarkable  the  writing  ap- 
pears to  the  eye.  This  sense  conveys  the  ideas  to  the 
fancy  better  than  any  other ;  and  what  we  have  seen  is  not 
so  soon  forgotten,  as  what  we  have  only  heard. 

For  the  assistance  of  weak  memories,  the  first  letters  or 
words  of  every  period,  in  every  page,  may  be  written  in 
distinct  colors,  yellow,  creen,  red,  black,  &-c.  arid  if  you 
observe  the  same  order  oT  colors  in  the  following  sentences, 
it  may  be  still  the  better.  This  will  make  a  greater  im- 
pression, and  may  much  aid  the  memory. 

Under  this  head,  we  may  take  notice  of  the  advantage, 
which  the  memory  gains,  by  having  the  several  objects  of 
our  learning  drawn  out  into  Schemes  and  tables.    Matters 

Meaning  of /omH                                  5  may  be  convenient,  always  to  use 

What  advantage  may  ariae  from  \  the  same  copy  of  the  Scripture  ? 

always  reading  tlie  same  Bible,  or  |  Do  you  thin  l<  of  any  otlier  method, 

same  edition?                                          j  to  airl  rememliriiire  ? 

What  disadvaiilase  1      We  shall  i  What  is  thought  to  b^^  the  best 

be  more  likely  to   make  the  same  \  method,   to  aid   lis  in  reiiioiiibering 

mistakes  in  successive  readinss.          |  dates'?     Grey's  Jleiuoria  Technica, 

Is  it  best  on  the  wliole,  as  far  as  \  or  Artificial  Memory.* 

*  An  account  of  this  method  with  iiiiprovements,  m:iy  be  found  in  recent 
editions  of  VVhelpley's  Compend  of  History,  and  in  ^^'()^r.ester's  Elements 
ofjiistory. 


184  OF  IMPROVING  THE   MEMORY. 

nf  mathematical  science  and  natural  philosophy  are  not  only 
let  into  the  understandinjj,  but  preserved  in  the  memory  by 
figures  and  diatjrams.  Tlie  situation  of  the  several  parts  of 
the  earth  are  better  learnt  by  one  day's  conversing  with  a 
map,  or  sea-chart,  than  bv  merely  reading  the  description  of 
their  situation  a  hundred  times  over  in  books  of  geography. 
So  the  constellations  in  astronomy,  and  their  position  in  tlie 
heavens,  are  more  easily  remembered  by  hemispheres  of 
the  stars  well  drawn.  It  is  by  having  such  memorials, 
figures  and  tablets  hung  round  our  studies  or  places  of 
resort,  that  our  memory  of  these  things  will  be  greatly 
assisted  and  improved,  as  I  have  sliewn  at  large  in  tiie 
twentieth  chapter  of  the  Use  of  the  Sciences. 

I  might  add  here  also,  that  once  writing  over  what  we 
design  to  remember,  and  giving  due  attention  to  what  we 
write,  will  fix  it  more  in  the  minJ,  than  reading  it  five  times. 
And  in  the  same  manner,  if  we  had  a  plan  of  the  naked 
lines  of  longitude  and  latitude,  projected  on  the  meridian 
printed  for  this  use,  ^  learner  miglit  much  more  speedily 
advance  himself  in  the  knowledge  of  o^eograpiiy  by  l)is  own 
drawing  the  figures  of  all  the  parts  of  the  world  upon  it  by 
imitation,  than  by  many  days  survey  of  a  map  of  tiie  world 
so  printed.  The  same  also  may  be  said  concerning  the 
constellations  of  the  heavens,  drawn  by  the  learner,  on  a 
naked  projection  of  tlie  circles  of  the  spheres  upon  Uie 
plane  of  the  equator. 

10.  It  has  sometimes  been  the  practice  of  men  to  imprint 
names  or  sentences  on  their  memory,  by  taking  the  first 
letters  of  every  word  of  that  sentence  or  of  those  names, 
and  making  a  new  word  out  of  them.  So  the  name  Macca- 
bcen  is  borrowed  from  the  first  letters  of  the  Hebrew  words 
which  make  that  sentence  J\Ii  Camoka  Bealim  Jelwvak, 
that  is,  /f7io  is  like  thee  among  the  gods,  O  Jehovah  ?  which 
was  written  on  their  banners.  So  the  word  vihirjfor  teaches 
us  to  remember  the  order  of  tiie  seven  original  colors,  as 
they  appear  by  the  sun-beams,  cast  through  a  prism  on  a 
white  paper,  or  formed  by  the  sun  in  a  rainbow,  according 
to  the  diffi'ient  refrangibility  of  the  rays,  namely,  viole^ 
indigo,  blue,  j^reen,  yellow,  orange,  red. 

Otlici*»artihcial  helps  to  memory  mny  be  just  mentioned 
here. 

Dr.  Grey  in  his  book  call  Memoria  Technicn,  has  ex- 
clianged  the  figures  1,  y,  M,  4,  r»,  (!,  7,  H,  J>,  for  some  con- 
sonants, I),  d,  t,  f,  /,  J/,  p,  k,  71,  and  some  vowels,  a,  e,  f,  o  it, 
and  several  diplithongs,  and   tlicreby   formed   words,  Uial 


OF  DETERMINING  A  QUESTION.  185 

denote  numbers,  which  may  be  more  easily  remembered. 
Mr.  Lowe  has  improved  his  scheme  in  a  small  pamphlet 
called  Mnemonics  Delineated,  whereby  in  seven  leaves,  h.e 
has  comprized  almost  an  infinity  of  things  in  science  and  in 
common  life,  and  reduced  them  to  a  sort  of  measure,  like 
Latin  verse  ;  though  the  words  may  be  supposed  to  be  very 
barbarous,  being  such  a  mixture  of  vowels  and  consonants, 
as  are  very  unfit  for  harmony. 

But  after  all,  the  very  writers  on  this  subject  have  con- 
fessed, that  several  of  these  artificial  helps  of  memory  are 
so  cumbersome,  as  not  to  be  suitable  to  every  temper  or 
person;  nor  are  they  of  any  use  for  the  delivery  of  a  dis- 
course by  memory,  nor  of  much  service  in  learning  the 
sciences  ;  but  they  maj'  be  sometimes  practised  for  assist- 
ing our  remembrance  of  certain  sentences,  numbers  or 
names. 


CHAPTER   XVIIL 

OF  DETERMINI>'G  A  QUESTION. 

L  When  a  subject  is  proposed  to  your  thoughts,  con- 
sider, whether  it  be  knowabie  at  all,  or  not,  and  then, 
w?iether  it  be  not  above  the  reach  of  your  inquiry  and 
knowledge  in  the  present  state  ;  and  remember,  that  it  is  a 
great  waste  of  time  to  busy  yourselves  too  much  among 
unsearchables.  The  chief  object  of  these  studies  is  to  keep 
tlie  mind  humble,  by  finding  its  own  ignorance  and  weak- 
ness. 

n.  Consider  again,  whather  the  matter  be  worthy  of 
your  inquiry  at  alt;  and  then,  how  far  it  may  be  worthy  of 
your  present  search  and  labor,  according  to  your  age,  your 
time  of  life,  your  station  in  the  world,  your  capacity,  your 
profession,  your  chief  design  and  end.  There  are  many 
things,  worthy  inquiry  to  one  man,  which  are  not  so  to 
another ;  and  there  are  things,  that  may  deserve  the  study 
of  the  same  person  in  one  part  of  life,  which  would  be  im- 
proper OP  impertinent  at  another.    To  read  books  on  the  art 

When  a  question  is  pioposeil  ftir  \  little  iUtontion  to  unsearchables  !— 

determination,  what  should  xvo  first  !  Mtmn'm'i  of  utisearchahle  7 

consider?                                               J  If  we  liiid  we  can  probably  deter- 

Meaning  of  AKo?cnJ/e  ?                       \  mine   the   point,    what    farther  in- 

What  niuy  be  the  u^jif  uf  pavinj;  a  \  quires  should  we  then  make  1 
i6* 


186  OF  DETERMINING  A  QUESTION. 

of  preacliing,  or  disputes  about  church  discipline,  are  pro- 
per for  a  theological  student,  in  the  end  of  his  academical 
studies,  but  not  at  the  beginning.  To  pursue  mathematical 
studies  very  largely  may  be  useful  for  a  professor  of  phi- 
losophy, but  not  for  a  divme. 

III.  Consider,  whether  the  subject  of  your  inquiry  be 
easy  or  difficult ;  whether  you  have  sufficient  foundation  or 
skill,  furniture  and  advantages  for  pursuing  it.  It  would 
be  madness  for  a  young  statuary  to  attempt  at  first,  to  carve 
a  Venus  or  a  Mercury,  and  especially  without  proper  tools. 
And  it  is  equal  folly  for  a  man  to  pretend  to  make  great 
improvements  in  natural  philosophy,  without  due  experi- 
ments. 

IV.  Consider,  whether  the  subject  be  in  any  way,  use- 
ful or  not,  before  yon  engage  in  the  study  of  it.  Otlen  put 
this  question  to  yourselves,  Cui  bono?  To  tvhat  purpose  ? 
What  end  will  it  attain  ?  Is  it  for  the  glory  of  God  ?  for 
the  good  of  men  ?  for  your  own  advantage  ?  for  the  removal 
of  any  natural  or  moral  evil  ?  for  the  attainment  of  any 
natural  or  moral  good .'  Will  the  profit  be  equal  to  the 
labor  .^  There  arc  many  subtle  impertinencies  learnt  in  the 
schools,  many  painful  trifles  even  among  the  mathematical 
theorems  and  problems,  many  laborious  follies  of  various 
kinds,  which  some  ingenious  men  have  been  engaged  in. 
A  due  reflection  upon  tliese,  will  call  tlie  mind  away'from 
vain  amusements,  and  save  much  time. 

V.  Consider,  what  tendency  it  has  to  make  you  wiser 
and  better,  as  well  as  to  make  you  more  learned.    Tliosn 

Suestions,  which  tend  to  wisdom  and  prudence  in  our  con- 
uct  iimong  men,  as  well  as  piety  toward  God,  arc  doubt- 
less more  "important,  than  ail  tliosn  inquiries,  which  only 
improve  our  knowledge  in  mere  speculations. 

V'l.  If  the  question  appears  to  be  well  worth  your  dili- 
gent n|)pli(riiion,  and  you  are  furmslied  with  the  necessary 
requisites  to  pursue  it,  tlien  consider,  whether  it  be  drest 
up  and  entangled  in  more  words,  th:in  are  needful,  and  con- 
tain or  include  more  complicated  ideas,  than  are  necessary. 
If  so,  endeavor  to  reduce  it  to  a  greater  simplicity  and 
plainness  ;  which  will  make  tlie  inquiry  and  argument  easier 
and  plainer  all  the  way. 
■     VII.  If  it  be  staled  in  an  improper,  obscure  or  ifregular 

If  the  subject  appears  wortliy  of  |  WImt    if  the    question    contain* 

our  attention,  what  ghoutd  we  next  |  neeilieRS  words  and  ideas  1 

Inqiiiie '                                                 !  U'liul  if  it  ia  ubitcure  1 

Next  inquiry  1  j 


OP  DETERMI.M.NG  A  QUESTION.  187 

form,  It  may  be  meliorated  by  changing  the  phrase,  or 
transposing  the  parts.  But  be  careful  always  to  keep  the 
grand  and  important  point  of  inquiry  the  same  in  your  new 
stating  of  the  question.  Little  tricks  and  d^eits  of  sophis- 
try, by  sliding  in,  or  leaving  out,  such  words  as  entirely 
change  the  question,  should  be  abandoned. 

Stating  a  question  'ivith  clearness  and  correctness,  often 
goes"  a  great  way  toward  answering  it.  The  greatest  part 
of  true  knowledge  lies  in  a  distinct  perception  of  tilings, 
which  are  in  themselves  distinct ;  and  some  men  give  more 
light  and  knowledge  by  the  bare  stating  of  the  question, 
than  otiiers  do,  by  talking  of  it  in  gross  confusion,  for  whole 
hours  together.  To  state  a  question  is  but  to  separate  and 
disentangle  the  parts  from  one  another,  as  well  as  from 
every  thing,  wliicii  does  not  concern  the  question,  and  then 
to  lay  the  disentangled  parts  of  the  question  in  due  order 
and  method.  Oftentimes  witiiout  more  ado,  this  fully  re- 
solves the  doubt,  and  shews  the  mind,  where  the  truth  lies, 
without  argument  or  dispute. 

VIII.  If  the  question  relate  to  an  axiom  or  first  principle 
of  truth,  remember,  that  a  long  train  of  consequences  may 
depend  upon  it.  It  should  therefore,  not  be  suddenly  ad- 
mitted. 

It  is  not  enouglj  to  determine  the  truth  of  a  proposition, 
much  less  to  raise  it  to  the  honor  of  an  axiom  or  first  prin- 
ciple, to  say,  that  it  has  been  believed  through  many  ages, 
that  it  has  been  received  by  many  nations,  that  it  is  almost 
universally  acknowledged,  or  nobody  denies  it,  that  it  is 
established  by  human  laws,  or  that  temporal  penalties  or 
reproaches  will  attend  the  disbelief  of  it. 

IX.  Nor  is  it  enough  to  forbid  any  proposition  the  title 
of  an  axiom,  because  it  has  been  denied  by  some  persons, 
and  doubted  by  others  ;  for  some  persons  have  been  un- 
reasonably sceptical.  Then  only  should  a  proposition  be 
called  an  axiom,  or  a  self-evident  truth,  when  by  a  moderate 
attention  to  the  subject  and  predicate,  their  connection  ap- 
pears in  so  plain  a  lio'ht,  and  so  clear  an  evidence,  as  needs 
no  third  idea  or  middle  term,  to  prove  them  to  be  connected. 

X.  While  you  are  in  search  after  truth  in  questions  of  a 
doubtful  nature,  or  such  as  you  have  not  yet  thorougiily 

To  wli;U,  dcies  tile  clear  statement  j  to  entitle  a  proposition  to  be  regard- 

of  the  qiiestJDii  very  iniicli  conduce?  |  ed  as  an  axjoni  ? 

Wliat  IC  llie  (juestion  relatetJ  to  an  ;  To  exclude  it  1 

axiom  1 — Mc:iMiii2  of  uriom?              |  What  should   we  most  ardently 

What  is  mentioned  as  insuflicient  j  desire  in  our  investigations  1 


188  OF  DETERMINING  A  QUESTION. 

examined,  keep  up  a  just  indifference  to  each  side  of  the 
question,  if  you  would  be  led  honestly  into  the  truth  ;  for  a 
desire  or  intJipation  leaning  to  eitiier  side,  biasses  the 
judo-ment  strangely.  Whereas  by  this  indifference  for 
every  thing  but  truth,  you  will  be  excited  to  examine  fairly, 
instead  of  presuming  ;  and  your  assent  will  be  secured  from 
goin^  beyond  your  evidence. 

XL  For  the  most  part,  people  are  born  to  their  opinions, 
and  never  question  the  truth  of  what  their  family  or  their 
party  profess.  They  clothe  their  minds,  as  they  do  their 
bodies,  after  the  fashion ;  not  one  of  a  hundred  ever  exam- 
ines his  principles.  We  shall  be  suspected  of  lukewarm- 
ncss,  if  v/e  suppose  examination  necessary  ;  and  be  charged 
as  tending  to  apostacy,  if  we  attempt  to  examine  them. 
Persons  are  applauded  for  presuming,  they  are  in  the  right; 
and,  as  Mr.  Locke  says,  he  that  considers  and  inquires  into 
the  reasons  of  things,  is  counted  a  foe  to  orthodoxy  ;  be- 
cause possibly  he  may  deviate  from  some  of  the  received 
doctrines.  And  thus  men  without  any  industry  or  acquisi- 
tion of  their  own,  lazy  and  idle  as  they  are,  inherit  local 
truths,  th:it  is,  the  trutiis  of  that  place,  where  they  live,  and 
are  inured  to  assent  without'cvidence. 

This  has  a  long  and  unhappy  influence  ;  for  if  a  man 
bring  his  mind  once  to  be  positive  and  fierce  for  proposi- 
tions, whoso  evidence  he  has  never  examined,  and  that  in 
matters  of  the  greatest  concernment,  he  will  naturally  fol- 
low tills  short  and  easy  way  of  judging  and  believing  in 
cases  of  less  moment,  and  build  all  his  ojiinions  upon  in- 
sufficient grounds. 

XII.  In  determining  a  question,  especially  when  it  i.s  a 
matter  of  difHci'.lty  and  importance,  do  not  take  up  with 
partial  examination  ;  but  turn  your  thoughts  on  all  sides  to 
gather  in  all  tiie  ligiit  you  can,  toward  the  solution.  Take 
time,  and  use  all  the  helps  that  are  to  be  obtained,  before 
you  fully  determine,  except  only  where  present  necessity 
of  .'K'tioii  calls  for  speedy  determination. 

If  yo'i  would  knov/  what  may  be  called  a  partial  exami- 
nation, take  these  instances,  namely. 

When  you  exaiHino  an  object  of  sense,  or  inquire  into 

lldw  ilo  inoHt  pci)|ili;  ciiriii>  by  their  t  port.itit  qiirfition,   how    should   we 

opinions.'  j  prni'rnliy  ptocoeii  1 

Ifa  purmm  con'^idcrs  iiMil  InqiiircB  i       WhiMi   niu.st   we    proceed    ofher- 

liilo  (III;  riviMon  of  lliin(:-<,  tu  wjial  is  !   winu? 

he  snniriinuM  coMsiilcrml  .iM  n  I'lif  1  j       Can   yon  inpiition  i>nmn  instancM 

III  duturiiiining  n  dillicult  and  im-  J  of  imperfect  exaiiiinntion  1 


OF  DETERMINING  A  qUESTlON.  189 

some  matter  of  sensation  at  too  great  a  distance  from  the 
object,  or  in  an  inconvenient  situation  of  it,  or  under  any 
indisposition  of  the  organs,  or  any  disguise  jvhatsoevcr  re- 
lating to  the  medium  or  the  organ  of  the  object  itself;  or 
when  you  examine  it  by  one  sense  only,  where  otliers 
might  be  employed  ;  or  when  you  inquire  into  it  by  sense 
only,  without  the  use  of  the  understanding  and  judgment 
ancl  reason. 

If  it  be  a  question  which  is  to  be  determined  by  reason 
and  argument,  than  your  examination  is  partial,  when  you 
turn  tlie  question  only  in  one  light,  and  do  not  turn  it  on  all 
sides ;  when  you  look  upon  it  only  in  its  relations  and  as- 
pects to  one  sort  of  object  and  not  to  another ;  when  you 
consider  only  the  advantages  of  it  and  the  reasons  for  it, 
and  neglect  to  think  of  the  reasons  against  it,  and  never 
survey  its  inconveniencies  tno  ;  when  you  determine  on  a 
sudden,  before  you  have  given  yourself  a  due  time  for 
weighing  all  circumstances,  &c. 

Again,  If  it  be  a  question  of  fact,  depending  up  the  re- 
port or  testimony  of  men,  your  examination  is  but  partial, 
when  you  inquire  only,  what  one  man  or  a  few  say,  and 
avoid  the  testimony  of  others  ;  when  you  only  ask,  what 
those  report,  who  were  not  eye  or  ear-witnesses,  and  neglect 
those,  who  saw  and  heard  it  ;'when  you  content  yourself  with 
mere  loose  and  gcrveral  talk  about  it,  and  never  enter  into 
particulars  ;  or  when  there  are  many  who  deny  tlie  fact, 
and  you  never  concern  yourself  about  their  reasons  for 
denymg  it,  but  resolve  to  believe  only  those  who  affirm  it. 

There  is  yet  a  further  fault  in  your  partial  examination 
of  any  question,  when  you  resolve  to  determine  it  by  natural 
reason  only,  where  you  miglit  be  assisted  by  revelation ; 
or  when  you  decide  the  point  by  some  word  or  sentence, 
or  by  some  part  of  revelation,  without  comparing  it  with 
other  parts,  which  might  give  fuitlier  light,  and  better  help 
to  determine  the  meaning. 

It  is  also  a  culpable  partiality,  if  you  examine  some 
doubtful  or  pretended  vision  or  revelation,  without  the  use 
of  reason:  or  without  the  use  of  that  revelation,  which  is 
undoubted,  and  sufficiently  proved  to  be  divine.  These 
are  all  instances  of  imperfect  examination ;  and  we  should 
never  determine  a  question  by  one  or  two  lights,  when  we 
may  have  the  advantage  of  three  or  four. 

What  caution  does  lie  pive,   re-  i       Meaning  o{  hypot/uses'! 
spectiii^  favoiile  liypoIhe.ses1  { 


190 


OF  DETERMINING  A  qUESTION. 


XIII.  Take  heed  lest  some  darling  notion,  some  favorite 
hypothesis,  some  beloved  doctrine,  or  some  common  but 
unexamined  opinion,  be  made  a  test  of  the  truth  or  false- 
hood of  all  other  propositions  about  the  SMme  subject.  Dare 
not  build  much  upon  such  a  notion  or  doctrine,  till  it  be 
very  fully  examined,  accurately  adjusted,  and  sufficiently 
confirmed.  Some  persons,  by  indulging  sucji  a  practice, 
have  been  led  into  long  ranks  of  errors  ;  they  have  found 
themselves  involved  in  a  train  of  mistakes,  by  taking  up 
some  petty  hypothesis  or  principle,  either  in  philosophy, 
politics  or  religion,  upon  slight  and  insufficient  grounds,  and 
establishing  that  as  a  test  and  rule,  by  which  to  judge  of 
all  other  thmgs. 

XIV.  For  the  same  reason,  have  a  care  of  suddenly 
determining  any  one  question,  on  which,  the  determination 
of  any  kindred  or  parallel  cases  will  easily  or  naturally 
follow.  Take  heed  of  receiving  any  wrong  turn  in  your 
early  judgment  of  things;  be  watchful,  as  far  as  possible, 
against  any  false  bias,  whic'h  may  bo  given  to  the  under- 
standing, especially  in  younger  years.  The  indulgence  of 
some  one  silly  opinion,  or  the  giving  credit  to  one  f()olish 
fable,  lays  the  mind  open  to  ue  imposed  upon  by  many. 
The  ancient  Romans  were  taught  to  helieve  that  Ronnilus 
and  Remus,  the  founders  of  their  state  and  empire,  were  ex- 
posed in  the  woods,  and  nursed  by  a  wolf  '1  liis  story  pre- 
pared their  minds  for  the  rccejjtion  of  any  tales  of  the  like 
nature  relating  to  other  countries.  Trogus  Pompcius 
would  enforce  the  belief,  that  one  of  the  ancient  kings  of 
Spain  was  also  nursed  and  suckled  by  a  hart,  from  the  fable 
of  Romulus  and  Remus.  It  was  by  the  same  influence, 
they  learned  to  give  up  their  hopes  and  fears  to  omens  and 
sootli-saying,  when  thr-y  were  once  persuaded,  that  the 
greatness  of  their  empire  and  the  glory  of  Romulus  their 
founder,  were  predicted  by  the  happy  omen  of  twelve  vul- 
tures appearing  to  him,  when  he  souglit  where  to  build  the 
city.  They  readily  received  all  tlio  following  legends  of 
prodigies,  auguries  and  prognostics,  for  many  ages  together, 
with  which  Livy  has  furnislicd  his  huge  history. 


Into  what,  have  nomc  liecn  led  liy 
tndiilKing  xui  li  n  I'rnctice  1 

Wlint  i|ii(;Nti(ins  slumlil  \vr  Iik  pnr- 
(iciil.-irly  cniitioiifi  in  ilclern'iniiid? 

In  what  Blapc  o(  liTc,  Khnnlil  |ic-r 
HiMiH  he  etipecially  i:autioii8  of  wriini; 
liiaHHca  1 

What   (ahulous  account   did   tlie 


Romnns  helieve  rem)ecting  Itoniulus 
and  Keiniia? 

Kor  what,  did  this  story  prepare 
their  minds  1 

llnw  did  Ihe  Romans  lenrii  to  give 
up  ihcir  hopes  and  fears  looiiieiii7 
—  M culling  v(  omen. 


OF  DETERMINI^•G  A  QCESTIOIV.  191 

So  the  child,  who  is  once  taught  to  believe  any  one  oc- 
currence to  be  a  good  or,  evil,  omen,  or  any  day  of  the  month 
or  week  to  be  lucky  or  unlucky,  has  a  wide  inroad  made  on 
the  soundness  of  his  understanding  in  the  following  judg- 
ments of  his  life.  He  lies  ever  open  to  all  the  silly  impres- 
sions and  idle  tales  of  nurses  ;  and  imbibes  many  a  foolish 
story  with  greediness,  which  he  must  unlearn,  if  ever  he 
become  acquainted  with  truth  and  wisdom. 

XV.  Have  a  care  of  interesting  your  warm  and  religious 
zeal  in  those  matters,  which  are  not  sufficiently  evident  in 
themselves,  or  Avhich  are  not  fully  proved ;  for  this  zeal, 
whether  right  or  wrong,  when  it  is  once  engaged,  will  have 
a  powerful  influence  to  establish  your  own  minds  in  those 
doctrines  which  are  really  doubtful,  and  to  stop  up  all  the 
avenues  of  further  light.  This  will  brings  upon  the  soul  a 
sort  of  sacred  awe  and  dread  of  heresy  ;  with  a  concern  to 
maintain  whatever  you  have  espoused  as  divine,  though 
perhaps  you  have  espoused  it,  without  any  just  evidence, 
and  ought  to  have  renounced  it,  as  false  and  pernicious. 

We  ought  to  be  zealous  for  the  most  important  points 
of  our  religion,  and  to  contend  earnestly  for  the  faith  once 
delivered  to  the  saints ;  but  we  ought  not  to  employ  this 
sacred  fervor  of  spirit  in  the  service  of  any  article,  till  we 
have  seen  it  made  out  v/ith  plain  and  strong  conviction, 

If  a  child  has  been  taught  to  be-  !  k.c.  what  must  he  do,  in  order  to 
lievo  in  omens,  or  in  lucky  or  un-  |  become  truly  wisel 
lucky  days,  on  what  has  this  made  a  \      How  can  he  unlearn  them  .'    By 
wide  inroad  1  —  Meaning  of  inroad7  j  learning,  that  they  are  mere  fictions. 
— of  luck? — oflacky?'  !       For  what  points,  does  he  say,  W9 

Of   the    words    luck    and    lucky,  \  should  not  indulge  religious  zeal  1 
which  is  the  primitive  word  1 — the  |      What  will  such  zeal  tend  to  pre- 
derivative?  |  vent  1 

Meaning  of  prtmitii-e  ? — of  deriva-  \  What  sacred  awe  and  dread  will 
live  1  i  it  be  likely  to  bring  upon  the  soul  1 

What  important  idea  is  implied  j  For  what  points,  should  we  be 
in  lucky,  that  is  not  implied  in  luck  ?  !  zealous  1 

Can  you  think  of  any  other  de-  |  For  wliat,  sliould  we  earnestly 
rivative,     essentially     different    in  j  contend  1 

meaning,   from    its  English   primi-  j      Meaning  of /uftA  here  1    The  doc- 
tivel*  j  trines  of    the    bible,    believed    by 

First   intrence  contained  in  the  5  faith. 
note  1 — Second  1  j       What  caution  does  he  give,  with 

If  a  cliild  believes  in  lucky  days,  |  regard  to  this  sacred  fervor.' 

*  Enslisli  words  generally  differ,  and  often  very  greatly,  from  iheir  primi- 
tives of  other  liingiiages.  Hence,  we  can  scarcely  ever  know  the  exact 
meaning  of  an  English  word,  by  knowing  its  derivation  from  another  lan- 
guage. Hence  too,  persons  sometimes  use  Knalish  words  improperly,  by 
adliering  too  closely  to  their  etymological  signification  ;  as  the  phrase  aocr** 
from,  instead  of  averse  to. 


192  OF  DETERMINING  A   QUESTIO.N. 

that  it  is  a  necessary  or  important  point  of  faitli  or  practice, 
and  is  either  an  evident  dictate  of  tlie  light  of  nature,  or  an 
assured  article  of  revelation.  Zeal  must  not  reign  over  the 
powers  of  our  understanding,  but  obey  them.  God  is  the 
God  of  light  and  truth,  a  God  of  reason  and  order,  and  he 
never  requires  mankind  to  use  their  natural  faculties  amiss 
for  the  support  of  his  cause.  Even  the.  most  mysterious 
and  sublime  doctrines  of  revelation,  are  not  to  be  believed 
witliout  just  reason  ;  nor  should,  our  pious  affections  be 
engitged  in  the  defence  of  them,  till  we  have  plain  and 
convincing  proof,  that  they  are  certainly  revealed,  though 
perhaps  we  may  never  in  this  world  attain  to  such  clear 
and  distinct  ideas  of  them,  as  we  desire. 

XVI.  As  a  warm  zeal  ought  never  to  be  employed  in 
the  defence  of  apy  revealed  truth,  till  our  reason  be  well 
convinced  of  the  revelation;  so  neither  should  wit  and 
banter,  jest  and  ridicule,  ever  be  indulf^^ed  to  oppose  or 
assault  any  doctrines  of  professed  reveuition,  till  reason 
has  proved,  they  are  not  really  revealed.  And  even  then, 
tlieso  methods  should  be  used  very  seldom,  and  with  the 
utmost  caution  and  prudence.  Raillery  and  wit  were  never 
made  to  answer  our  inquiries  after  truth,  nor  to  determine 
a  question  of  rational  controversy  ;  though  they  may  some- 
times he  serviceable  to  expose  to  contem|)t,  those  incon- 
sistent follies,  wliich  have  been  first  abundantly  refuted  by 
argument.  Tliey  serve  indeed  only  to  cover  nonsense  witn 
shame,  when  reason  lias  first  proved  it  to  be  mere  nonsense. 

It  is  therefore  a  silly  nnd  most  unreasonable  test,  which 
some  of  our  Deists  have  introduced,  to  jiidge  of  divine  re- 
velation, namely,  to  try,  if  it  will  bear  ridicule  and  laughter. 
They  are  enoctually  beaten  in  all  their  combats  at  the 
weapons  of  men,  that  is,  reason  and  argument ;  and  it  would 
not  be  unjust,  though  it  is  a  little  uncourtly,  to  say,  that 
they  would  now  attack  our  ndigion  with  the  talents  of  a 
vile  animal,  tiiat  is,  grin  and  grimace. 

I  cannot  tliink  that  a  jester  or  a  monkey,  a  droll  or  a  pup- 
pet, can  1)0  a  proper  judge  or  decider  of  controversy.  ThaL 
which  dresses  up  all  things  in  disguise,  is  not  likely  to  leaa 
us  into  any  just  sentiments  aiiout  them.  Plato  or  Socrates, 
Cesar  or  Alexander,  might  have  a  fool's  coat  clapt  upon 

Hliould  7.im\  Qnvern  or  obey   the  i  iinrR^iHoniilily  ronKidertMl  ns  the  test 

undcrHlnnrtins  1  j  uf  Iriilli  1— MennliiK  of  (m«,7 

Frnin   what   iliiir.iiRsionM,  ilioiild  !       VVlin,  dues  \w  sny,  nre  not  proper 

wit  anil  liaiilcr  hn  excluded  1  [  ducidors  ofcoiilioveMy  ' 

What    have   loiiie   iiilideU   nioRl  j 


OF  DETERMINING  A  QUESTION.  193 

him ;  and  perhaps  in  this  disguise,  neitlier  the  wisdom  of 
the  one,  nor  the  majesty  of  the  other,  would  secure  him 
from  a  sneer.  This  treatment  wouhl  never  inform  us, 
whetlier  they  were  kin^s  or  slaves,  whether  they  were 
fools  or  philosophers.  The  strongest  reasoning,  the  best 
sense  and  the  politest  thoughts  may  be  set  in  a  most 
ridiculous  light  by  this  grinning  faculty.  The  most  obvious 
axioms  of  eternal  truth  may  be  drest  in  a  very  foolish  form, 
and  wrapt  up  in  artful  absurdities  by  this  talent ;  but  they 
are  truth  and  reason  and  good  sense  still.  Euclid,  with  all 
his  demonstrations,  might  be  so  covered  and  overwhelmed 
with  banter,  that  a  beginner  in  the  mathematics  might  be 
tempted  to  doubt,  whether  his  theorems  were  true  or  not, 
and  to  imagine,  they  could  never  be  useful.  So  weaker 
minds  might  be  easily  prejudiced  against  the  noblest  prin- 
ciple of  truth  and  goodness  ;  and  the  younger  part  of  man- 
kind might  be  beat  off  from  the  belief  of  the  most  serious, 
the  most  rational  and  important  points  even  of  natural  reli- 
gion, by  the  impudent  jests  of  a  profane  wit.  The  moral 
duties  of  the  civil  life,  as  well  as  the  articles  of  Christianity, 
may  be  painted  over  with  the  colors  of  folly,  and  exposed 
upon  a  stage,  so  as  to  ruin  all  social  and  personal  virtue 
among  the  gay  and  thoughtless  part  of  the  world. 

XVII.  It  should  be  observed  also,  that  these  very  men 
cry  out  loudly  against  the  use  of  all  severe  raijing  and  re- 
proach in  debates,  and  all  penalties  and  persecutions  of  the 
state,  in  order  to  convince  the  minds  and  consciences  of 
men,  and  determine  points  of  truth  and  error.  Now  I  re- 
nounce these  penal  and  smarting  methods  of  conviction,  as 
much  as  they  do  ;  and  yet  I  think  still,  these  are  every  whit 
as  wise,  as  just  and  as  good  for  this  purpose,  as  banter  and 
ridicule.  Why  should  public  mockery  in  print,  or  a  merry 
joke  upon  a  stage,  be  a  better  test  of  truth,  than  severe 
railing,  sarcasms,  and  public  persecutions  and  penalties  ? 
Why  should  more  light  be  derived  to  the  understanding, 
by  a  song  of  scurrilous  mirth  or  a  witty  ballad,  than  there 
is  by  a  rude  cudgel  ?  When  a  professor  of  any  religion  is 
set  up  to  be  laughed  at,  I  cannot  see,  how  this  should  help 

By  wliat  faculty,  mny  the  strong-  j  that  ridicule  may  sometimes  be  used 

est  reasoning  and    most  excellent  j  in  such  cases'!     Answer  a  fool  ac- 

thotights  be  set  in  a  most  ridiculous  i  cording  to  his  folly. 

light  1  I      Against  what  method  of  convic- 

Should  ridicule  ever  be  used  in  I  tion,  do  infidels  loudly  exclaim? 

dtscussions?     Rarely,  and  never  in  j      What  method  of  theirs  appear*  U> 

opposition  to  argument.  i  be  no  better  1 

What  scripture   seems  to  imply,  | 

17 


194  OF  DETERMINI>G  A  QUESTION. 

US  to  judge  of  the  truth  of  his  faith  any  better,  than  if  he 
were  scourged.  The  jeers  of  a  theatre,  the  pillory  and  the 
whipping-post,  are  very  near  akin.  When  the  person  or 
his  opinion  is  made  the  jest  of  the  mob,  or  his  back  the 
shambles  of  the  executioner,  I  think,  there  is  no  more  con- 
viction in  the  one,  that  in  the  other. 

XVIII.  Besides,  supposing  it  is  but  barely  possible,  that 
the  great  God  should  reveal  his  mind  and  will  to  men  by 
miracle,  vision  or  inspiration,  it  is  a  piece  of  contempt  and 
profane  insolence,  to  treat  any  tolerable  or  rational  appear- 
ance of  such  a  revelation  M'itn  jest  and  laughter,  in  order  to 
find,  whether  it  be  divine  or  not.  And  yet,  if  this  be  a  pro- 
per test  of  revelation,  it  may  be  properly  applied  to  the 
true,  as  well  as  the  false,  in  order  to  distinguish  it.  Sup- 
pose, a  royal  proclamation  were  sent  to  a  distant  part  of 
the  kingdom,  and  some  of  the  subjects  should  doubt  whether 
it  came  from  the  king  or  not.  Is  it  possible,  that  wit  and 
ridicule  should  ever  decide  the  point  ?  or  would  the  prince 
ever  think  himself  treated  with  just  honor,  to  have  his 
proclamation  canvassed  in  this  manner,  on  a  public  stage, 
and  become  the  sport  of  buffoons,  in  order  to  determine  the 
question,  Whetlier  it  is  the  word  of  a  king  or  not .' 

Let  such  sort  of  writers  go  on  at  their  peril,  and  sport 
themselves  in  their  own  deceivings  ;  let  them  nt  their  peril, 
make  a  jest  of  the  Bible,  and  treat  the  sacred  articles  of 
Christianity  with  scoff  and  merriment.  But  then  let  them 
lay  aside  all  their  pretences  to  reason,  as  well  as  to  reli- 
mon  ;  and  as  they  expose  themselves  by  such  writings,  to 
uie  neglect  and  contempt  of  men,  so  let  thera  prepare  to 
meet  the  majesty  and  indignation  of  God. 

XIX.  In  reading  philosophical,  moral  or  religious  con- 
troversies, never  raise  your  esteem  of  any  opinion,  by  the 
assurance  and  zeal,  wliercwith  the  author  assorts  it,  nor  by 
the  highest  praises,  he  bestows  upon  it.  Nor  on  the  other 
hand,  let  your  esteem  of  an  opinion  bo  abated,  nor  your 
aversion  to  it  raised,  by  the  supercillions  contempt,  cast 
upon  it  by  a  Avarm  writer,  nor  by  tlie  sovereign  airs,  with 
which  he  condemns  it.  Lot  the  force  of  argument  alone 
influence  your  assent  or  dissent.  Take  cure,  tiiat  your 
soul  be  not  warped  or  biassed  on  one  side  or  the  other,  b^ 
any  strains  of  nattering  or  abusive  language  ;  for  there  is 

To  whnt,  uliould  scofTerR  nt  Uio  1  prnise  or  lil.imo  enat  upon  It  1 

Bible,  liiy  nHidc  ;ill  proteiir.c  ?  j  (Inly  lliiriK,  thiit  dhould  InHuenc* 

How  dhoiilil  (lur   (ipiriion  of  niiy  |  our  assuiit  or  ilisHeiit '1 

work  bu  alTcctuil  by   the   viiry   liigii  j 


Of  DETEKMINING  A  QUESTION.  195 

no  question  whatsoever,  but  has  some  defenders  or  op- 
posers.  Leave  those  writers  to  their  own  follies,  who  prac- 
tise thus  upon  the  weakness  of  their  readers,  without  argu- 
ment. ]-ieave  them  to  triuinph  in  their  own  fancied  pos- 
sessions and  victories.  It  is  oftentimes  found,  that  their 
possessions  are  but  a  heap  of  errors,  and  their  boasted  vic- 
tories are  but  overbearing  noise  and  clamor,  to  silence  the 
voice  of  truth. 

In  philosophy  and  religion,  the  bigots  of  all  parties  are 
generally  the  most  positive,  and  deal  much  in  this  sort  of 
arguments.  Sometimes  these  arc  the  weapons  of  pride  ; 
for  a  hauglity  man  supposes  all  his  opinions  to  be  infallible, 
and  imagines,  the  contrary  sentiments  are  very  ridiculous, 
and  not  worthy  of  notice.  Sometimes  these  ways  of  talk- 
ing are  the  mere  arms  of  ignorance.  The  men,  who  use 
them,  know  little  of  the  opposite  side  of  the  question,  and 
therefore,  they  exult  m  their  own  vain  pretences  lo  knowl- 
edge, as  tliougji  no  man  of  sense  could  oppose  their  opin- 
ion. They  rail  at  an  objection  against  tlieir  own  senti- 
ments ;  because  they  can  find  no  other  answer  to  it  but 
railinjj.  iVnd  men  of  learning,  by  their  excessive  vanity, 
have  been  sometimes  tempted  into  the  same  insolent  prac- 
Lce,  as  well  as  the  ignorant. 

Yet  let  it  be  remembered  too,  that  there  are  some  truths 
so  plain  and  evident,  that  the  opposition  to  them  is  strange, 
unaccountable,  and  almost  monstrous.  In  vindication  of 
such  truths,  a  writer  of  good  sense  may  sometimes  be 
allowed  to  use  a  degree  of  assurance,  and  pronounce  them 
strongly  with  an  air  of  confidence,  while  he  defends  them 
with  reasons  of  convincing  force. 

XX.  Sometimes  a  question  may  be  proposed,  v/hich  is 
of  so  large  and  extensive  a  nature,  and  refers  to  such 
a  multituclc  of  subjects,  as  ought  not  injustice  to  be  deter- 
mined at  once  by  a  single  argument  or  answer  ;  as  if  one 
should  ask  me.  Are  you  a  professed  disciple  of  the  Stoics 
or  the  Platonists  ?    Do  you  give  an  assent  to  the  principles 

What    rhamcters    are    generally  |  whether  we  are  Calvinists,  Armini- 
most  positive  in  matters  of  pliiloso-  |  ans,  &c.  ? 
pliy  and  religion  1  i      Wliat  if  we  have  not  time  to  enter 

Meaning  of  tiffo^?  1  into  a  detail  of  particulars'!     We 

Why  do  many  rail  at  an  objection  !  may  say,  that  in  general,  we  agree 
to  their  sentiments  ■?  i  with  Calvin  or  Arminius,  or  othei 

When  may  a  writer  of  good  sense  !  writers,  but  not  in  all  particulars, 
be  allowed  to  use  some  degree  of  j  according  as  truth  may  allow  us  to 
assurance  1  I  slate. 

What    shall    we  say,    if  asked, 


1%  OF  DETERMIMNG  A   QUESTIOIf. 

ofGassendi,  Descartes  or  Sir  Isaac  Newton  ?  Have  you 
chosen  the  hypothesis  of  Tycho  or  Copernicus  ?  Have  you 
devoted  yourself  to  the  sentiments  of  Armi'nius  or  Calvin? 
Are  your  notions  Episcopal,  Presbyterian  or  Independent? 
I  think  it  may  be  very  proper  in  such  cases,  not  to  give 
an  answer  in  the  gross,  but  rather  to  enter  into  a  detail 
of  particulars,  and  explain  one's  own  sentiments.  Perhaps 
there  is  no  man,  nor  set  of  men  upon  earth,  whose  senti- 
ments I  entirely  follow.  God  has  given  me  reason,  to 
judge  for  mysclt ;  and  though  I  may  see  sufficient  ground 
to  agree  with  the  greatest  part  of  the  opinions  of  one  per- 
son or  party,  yet  it  does  by  no  means  follow,  that  I  should 
receive  them  all.  Truth  does  not  always  go  in  tlie  orross  ; 
nor  does  error  tincture  and  spoil  all  the  articles  of  belief, 
that  some  one  party  professes. 

Since  there  are  difficulties  attending  every  sch-cme  of 
humai^lknowledge,  it  is  enough  for  me  in  the  main,  to  in- 
cline to  that  side,  which  has  tne  fewest  difficulties  ;  and  I 
would  endeavor,  as  far  as  possible,  to  correct  tlie  mistakes 
or  the  harsh  expressions  of  one  party,  by  softening  and 
reconciling  methods,  by  reducing  the  extremes,  and  by 
borrowing  some  of  the  best  principles  or  phrases  from 
another.  Cicero  was  one  of  the  greatest  men  of  antiquity, 
and  gives  us  an  account  of  the  various  opinions  of  philoso- 
phers in  his  age  ;  but  he  himself  was  of  the  Eclectic  sect, 
and  chose  out  of  each  of  them  such  positions,  as  in  his 
judgment  canac  nearest  to  the  truth. 

XXI.  When  you  arc  called  in  the  course  of  life  or  re- 
ligion, to  judge  and  determine  concerning  any  question, 
and  to  affirm  or  deny  it,  take  a  full  survey,  of  the  objections 
agaiiiiit  it,  as  well  as  of  the  arguments  for  it,  as  far  a>3  your 
time  and  circuinstances  admit,  and  see,  on  whicii  side,  the 
propondoration  falls.  If  either  the  objections  against  any 
proposition,  or  the  arfjun:ents  for  the  defence  of  it,  carry  in 
them  most  undoubtcaevidence,  and  are  plainly  unanswera- 
ble, they  will  and  ought  to  constrain  the  assent,  though 
there  m;iy  lie  many  seeming  probabilities  on  tlic  other  side, 
which  at  first  sight  would  flatter  the  judgment  to  favor  it 
But  M-hcre  the"  reasons  on  both  sides,  arc  very  nearly  of 
equal  weight,  there  suspension  or  doubt  is  our  duty,  unless 

What  d(H>H  VVittts  gay  respecting  {  incline .' 

bid  own  HeniiinentH  1                           j  When  we  are  called  to  decide  a 

For  wlial    had   God    given    liiin  j  (luestion,  what  slioiild  we  consider, 

reaHon  1                                                  j  lipsiilea  tlip  arRiimcutH  in  fnvorl 

Ah  there  nrr-  dlfliciiltlo.H  in  ovcry  j  Wliat  if  tlio  reasons  appear  equal 

•cheine,  tu  wliicli  side,  ehuiiM  we  j  on  both  sides' 


\ 


OF  DETKRMmiiSG  A  QUESTION.  197 

in  cases  wherein  present  determination  or  practice,  is  re- 
quired ;  and  there  we  must  act  according  to  the  present 
appearing  preponderation  of  reasons. 

XXII.  In  matters  of  importance,  it  is  our  duty  indeed  to 
seek  after  certain  and  conclusive  arguments,  if  they  can  be 
found,  in  order  to  determine  a  question.  But  where  the 
matter  is  of  little  consequence,  it  is  not  worth  our  labor,  to 
spend  much  time  in  seekmg  after  certainties.  Is  it  suffi- 
cient here,  if  probable  reasons  offer  themselves.  And 
even  in  matters  of  greater  importance,  especially  where 
daily  practice  is  necessary,  and  where  we  cannot  attain  any 
sufiicient  or  certain  grounds,  to  determine  a  question,  we 
must  then  take  up  with  such  probable  arguments,  as  we 
can  arrive  at.  But  this  general  rule  should  be  observed, 
namely,  to  take  heed,  that  our  assent  be  no  stronger,  than 
the  probable  argument  will  support. 

XXHI.  There  are  many  things  even  in  religion,  as  well 
as  in  philosophy  and  the  civil  life,  which  we  believe  with 
very  different  degrees  of  assent ;  and  this  should  be  always 
regulated  j^ccording  to  the  different  degrees  of  evidence, 
which  we  enjoy.  Perhaps  there  are  a  thousand  gradations 
in  our  assent  to  the  things  we  believe  ;  because  there  are 
thousands  of  circumstances  rclatin"- to  different  questions, 
which  increase  or  diminish  the  evidence  we  have  concern- 
ing them,  and  that  in  matters  botli  of  reason  and  revelation. 

I  believe,  tiiore  is  a  God,  and  that  obedience  is  due  to 
him  from  every  reasonable  creature.  Of  this,  I  am  most 
fully  assured,  because  I  have  the  strongest  evidence,  since 
it  is  the  plain  dictate  both  of  reason  and  revelation. 

Again,  1  believe,  there  will  be  a  future  resurrection  of 
the  dead ;  because  scripture  tells  us  so  in  the  plainest 
terms,  though  reason  says  nothing  of  it.  I  believe  also, 
that  the  same  matter  of  our  bodies,  which  died,  in  part  at 
least,  will  rise.  But  I  am  not  so  fully  assured  of  this  cir- 
cumstance ;  because  the  revelation  of  it  is  not  so  cleap  and 
express.  Yet  further,  I  believe,  that  good  men,  who  were 
acquainted  here  on  earth,  will  know  each  other  in  heaven. 
But  my  persuasion  of  it  is  not  absolutely  certain ;  because 
my  assent  to  it  arises  only  from  circumstantial  reasonings 
of  men  upon  what  God  has  told  us  ;  and  therefore,  my  evi- 
dences  are   not  strong,   beyond  a  possibility  of  mistake. 

Whafif  we  must  act  immedi.Ttely  ?  !  decrees  of  assent  1 

In  proportion  to  what,  sliould  al-  |  VVhot  does  reason  say  respecting 

ways  be  our  assent  ?                             |  the  resurrection  ol  the  body  1 
Why  may  tliere  be  a  great  many  | 

17* 


198  OF  DETEUMIMNG  A  QUESTION. 

This  direction  cannot  be  too  often  repeated,  that  our  assent 
ought  always  to  keep  pace  with  our  evidence ;  and  our 
belief  of  any  proposition,  should  never  rise  higher,  than  the 
proof  or  evidence  Ve  have,  to  support  it ;  nor  should  our 
faith  run  faster,  tlian  right  reason  can  encourage  it. 

XXIV.  Perhaps  it  will  be  objected  here,  "  Why  then 
does  our  Savior,  in  the  histories  of  the  gospel,  so  much 
commend  a  strong  faith,  and  lay  out  both  his  miraculous 
benefits  and  his  praises  upon  some  of  those  poor  creatures 
of  little  reasoning,  who  orofest  an  asspred  belief  of  his 
commission  and  power  to  lieal  them  ?" 

I  answer,  the  God  of  nature  has  given  every  man  his  own 
reason,  to  judge  of  evidence  to  himself  in  particular,  and  to 
direct  his  assent  in  all  things,  about  which  he  is  called  to 
judge;  and  even  the  matters  of  revelation* are  to  be  be- 
lieved by  us,  because  our  reason  pronounces  the  revelation 
to  be  true.  Therefore,  the  great  God  will  not,  or  camiot 
in  any  instance,  require  us  to  assent  to  any  thin^,  without 
reasonable  or  sufficient  evidence ;  nor  to  believe  any 
proposition  more  strongly,  than  our  evidence  .for  it  will 
support.  We  have,  therefore,  abundant  ground  to  be- 
lieve, that  those  persons,  of  whom  our  Savior  requires 
such  a  strong  faith,  or  whom  he  commends  for  their  strong 
faith,  iiad  as  strong  and  certain  evidence  of  liis  power  ana 
commission,  from  the  credible  and  incontestable  reports 
thoy  had  heard  of  his  miracles  ;  wiiich  were  wrought,  on 
purpose  to  give  evidence  to  his  commission.  When  our 
Savior  gently  reproves  Thomas  for  his  unbelief,  in  .lohn20: 
y9,  he  does"  it  in  these  words  ;  "  Because  thou  hast  seen 
me,  Thomas,  thou  hast  believed  ;  blessed  are  they,  who 
have  not  seen,  and  yet  have  believed  ;"  tliat  is,  blessed  are 
they,  wiio,  though  they  have  not  been  favored  with  the 
evidence  of  their  senses,  as  thou  hast  been,  yet  have  been 
convinced  by  tlie  reasonable  and  sufficient  moral  evidence 
of  tli«  well-grounded  report  of  others,  and  have  believed  in 
mo  iij)nn  that  evidence.  Of  this  moral  evidence,  Mr.  Ditton 
writes  fxcpcdiiigly  well,  in  his  book  on  tiie  Resurrection 
of  Christ.  Now  in  such  a  case,  botli  tliis  strong  faith  and 
the  open  profession  of  it  were  very  worthy  of  public  en- 

Wlint  ilireciion  rnnrcrning  nssent  j  est  evidence,  that  Christ  was  able  to 

can  harilly  iiv  Ion  ddcn  rf|)e!itftl  !  j  heal. 

Of  whom,  iliil  our  .-^avior  riM|iiirf  1       For  what  purpose,  has  fJod  given 

Plron^failh?  Tliose  wlioiii  he  would  j  reason  to  every  riuin  1 

Ileal.  j       VVhy  an:  niatterD  of  revelation  to 

What  reason  was  there  for  «urh  j  be  believed  .' 

leqtiireuii-nt  1    There  was  lh«^  full  ( 


OF  DETERMINING  A  QUESTION.  19i) 

couragement  and  praise  from  our  Saviour,  because  of  the 
great  and  public  opposition,  which  the  magistrates  and  the 
priests  and  the  doctors  of  the  age  made  against  Jesus,  the 
man  of  Nazareth,  wlien  he  appeared  as  the  Messiah. 

And  besides  all  this,  it  may  be  reasonably  supposed,  with 
regard  to  some  of  those  strong  exercises  of  faith,  which  are 
required  and  commended,  that  these  believers  had  some 
further  hints  of  inward  evidence  and  immediate  revelation 
Ironi  God  himself;  as  when  Peter  confesses  Christ  to  be 
the  Son  of  God,  Matth.  16 :  17,  our  blessed  Savior  com- 
mends him,  saying,  "  i31essed  art  thou  Simon  Bar-jona;" 
but  he  adds,  "  flesli  and  blood  hath  not  revealed  it  unto 
thee,  but  my  Father,  who  is  in  heaven.'.' 

And  the  same  may  be  said  concerning  the  faith  of  mira- 
cles, the  exercise  whereof  was  sometimes  required  of  the 
disciples  and  otiicrs,  that  is,  when  by  inward  and  divine 
influences,  God  assured  them,  such  miracles  should  be 
wrought,  their  obedience  to  and  compliance  with  these 
divine  illuminations  was  expected  and  commended.  Now 
tins  supernatural  mspiration,  carried  sufficient  evidence 
with  it  to  tliem,  as  well  as  to  the  ancient  prophets,  though 
we  who  never  felt  it  are  not  so  capable  to  judge  and  dis- 
tinguish it. 

XXV.  What  is  said  above  concerning  truth  or  doctrines, 
may  be  also  affirmed  concerning  duties.  The  reason  of 
both  is  the  same.  As  the  first  are  truths  for  our  specula- 
tion, the  others  are  truths  for  our  practice.  Duties,  which 
are  expressly  required  in  the  plain  language  of  scripture, 
or  dictated  by  the  most  evident  reasoning  upon  first  prin- 
ciples, ought  to  bind  our  consciences  more  than  those, 
which  arc  but  dubiously  inferred,  and  that  only  from  oc- 
casional occurrences,  and  circumstances  ;  as  for  instance,  I 
am  certain,  tJiat  1  ought  to  pray  to  God.  My  conscience  is 
bound  to  this,  because  there  are  most  evident  commands 
for  it  to  be  found  in  scripture,  as  well  as  to  be  derived  from 
reason.  I  believe  also,  that  I  may  pray  to  God,  either  by  a 
written  form,  or  without  one  ;  because  neither  reason  nor 
revelation  expressly  requires  either  of  these  modes  of 
prayer  at  all  times,  nor  forbids  the  other.  I  cannot,  there- 
fore, bind  my  conscience  to  practise  the  one,  so  as  utterly 
to  renounce  the  other ;  but  I  would  practise  cither  of  them, 
as  my  reason  and  other  circumstances  direct  me. 

Wh^t  (1(163  VVatt?  sny  of  written  forms  of  piaycr,  an(3  of  extemporane- 
ous ])r.i5'er  ! 


200  OF  DETERMINING  A  qi,'E3TI0>. 

Affain,  I  believe,  that  Christians  ought  to  remember  the 
death  of  Christ,  by  the  symbols  of  bread  and  wine ;  and  I 
believe,  there  ought  to  be  pastors  in  a  Christian  church, 
some  way  ordained  or  set  apart  to  lead  the  worship,  and  to 
bless  aftd  distribute  the  elements.  But  the  last  of  these 
practices  is  not  so  expressly  directed,  prescribed  and  re- 
quired in  scripture,  as  the  former  ;  and  therefore,  I  feel  my 
conscience  evidently  bound  to  remember  the  deatii  of 
Christ  with  some  society  of  Cliristians  or  other,  since  it 
is  a  most  plain  command,  thougli  tiieir  method  of  ordaining 
a  pastor  be  very  different  from  otlier  men's,  or  from  my 
own  opinion ;  or  whether  the  person,  wl)o  distributes  these 
elements,  be  only  an  occasional  or  a  settled  administrator ; 
since  none  of  tlicse  things  arc  plainly  determined  in  scrip- 
ture. I  must  not  omit  or  neglect  an  express  command, 
because  some  unnecessary  circumstances  are  dubious.  And 
I  trust,  I  shall  receive  approbation  irom  the  God  of  nature, 
and  from  Jesus  myjuclge  at  the  last  day,  if  I  liave  en- 
deavored in  this  manner  to  believe  and  practise  every  thing, 
in  proportion  to  the  degree  of  evidence,  which  God  lias 
given  mo  about  it,  or  which  he  has  put  me  into  a  capacity 
to  seek  and  obtain. 

Querw.  VVliCther  the  obstinate  Deists  and  Fatalists  of 
Great  Britain  will  find  sufficient  apology  from  this  princi- 
ple ?    But  I  leave  tiiem  to  venture  tlie  awful  experiment. 

XXVI.  We  may  observe  these  tliree  rules  in  judging  of 

firobabilities,  which  are  to  bo  determined  by  reason,  re- 
ating  either  to  things  past,  or  tilings  to  come. 

1.  That,  which  agrees  most  with  tlie  constitution  of 
nature,  carries  the  greatest  probability  in  it,  where  no  other 
circumstance  appears  to  counterpoise  it ;  'as,  if  I  let  loose  a 
greyhound  within  sight  of  a  hare  upon  a  large  plain,  there 
IS  great  probability  tlie  greyhound  will  seize  her ;  and  that 
a  tiiousand  sparrows  will  fly  away  at  tlic  sight  of  a  hawk 
among  them. 

2.  That,  which  is  most  conformable  to  the  constant  ob- 
servations of  men,  or  to  expi-riineiitH  frcriuentlv  repeated, 
is  most  likely  to  be  true;  as  that  a  winter  will  not  pass 
awiiy  in  lOngland  without  some  frost  and  snow  ;  tiiat  if  you 
deal  out  groat  quantities  of  strong  li(iuor  to  the  mob,  there 
will  be  many  drunk  ;  that  a  large  assenilily  of  men  will  be 
of  difl'erent  opinions  on  any  doubtful  jioint ;  that  a  thief  will 
make  liis  escape  out  of  prison,  if  the  doors  of  it  are  un- 
guarded at  midnight. 

First  rule  forjudging  of  probabilitieH  1    Second  rule  i 


OF  DETEKMINI.NG  A  qOESTION.  201 

3.  In  matters  of  fact,  which  are  past  or  present,  where 
neither  nature  nor  observation  nor  custom  gives  us  any 
sufficient  information  on  either  side  of  the  qdestion,  there 
we  may  derive  a  probability  from  the  attestation  of  wise 
and  honest  men  by  word  or  writing,  or  the  concurring  wit- 
ness of  multitudes,  who  have  seen  and  known  what  they 
relate,  &c.  This  testimony  in  many  cases  will  arise  to  the 
degree  of  moral  certainty.  So  we  believe,  that  the  tea 
plant  grows  in  China ;  and  that  the  emperor  of  the  Turks 
lives  at  Constantinople ;  that  Julius  Cesar  conc^uered  France, 
and  jthat  Jesus  our  Savior  lived  and  died  in  Judea;"that 
thousands  were  converted  to  the  Christian  faith  in  a  cen- 
tury after  the  death  of  Christ ;  and  that  the  books,  which 
contain  the  Christian  religion,  are  certain  histories  and 
epistles,  which  Avere  written  nearly  two  thousand  years 
ago.  There  is  an  infinite  variety  of  such  propositions, 
wliicli  can  admit  of  no  reasonable  doubt,  though  they  are 
not  matters,  which  are  directly  evident  to  our  own  senses, 
or  our  mere  reasoning  powers. 

XXVII.  When  a  point  has  been  well  examined,  and  our 
own  judgment  settled  upon  just  arguments  in  our  manly 
age,  and  after  a  large  survey  of  the  merits  of  the  cause,  it 
would  be  a  weakness  for  us  always  to  continue  flattering  in 
suspense.  We  ought,  therefore,  to  stand  firm  in  such  well 
established  principles,  and  not  be  tempted  to  change  for  the 
sake  of  every  difficulty,  or  every  occasional  objection.  We 
arc  no^  to  be  carried  about  with  every  flying  doctrine,  like 
children  tossed  to  and  fro,  and  wavering  with  the  wind.  It 
is  a  good  thing  to  have  the  heart  established  with  grace, 
not  with  meats  ;  that  is,  in  the  great  doctrines  of  the  gospel 
of  grace  and  in  Jesus  Christ,  who  is  the  same  yesterday, 
to  day  and  forever.  But  it  is  not  so  necessary  in  the  more 
minute  matters  of  religion,  such  as  meats  and  drinks,  forms 
and  ceremonies,  which  are  of  less  importance,  and  for 
which,  scripture  has  not  given  such  eicpress  diMKtions, 
This  is  the  advice  of  the  great  apostle,  Eph.  4 :  llf  Heb. 
13 :  8,  9. 

In  short,  those  truths,  which  are  the  springs  of  daily 
practice,  should  be  settled,  as  soon  as  we  can  with  the 
exercise  of  our  best  powers,  after  the  state  of  manhood. 
But  those  things,  wherein  we  may  possibly  mistake,  should 

Third  rule,  when  neither  nature  J  When  would  it  be  a  weakness  in 
nor  observation  gives  us  any  suffi-  |  us,  to  feel  in  suspense  respecting 
cient  information  1  \  our  opinion  ? 

To  what,  does  probability  from  |  What  of  truths,  relating  to  daily 
testimony  often  rise  ?  |  practice  1 


202  OF  INQUIRINQ  INTO  CAUSES  AND  EFFECTS. 

never  be  so  absolutely  and  finally  established,  as  though 
we  were  infallible.  If  the  Papists  of  Great  Britain  had 
maintained  such  a  resolute  estaolishment  and  assurance  in 
the  days  of  king  Henry  VIII,  or  queen  Elizabeth,  there 
never  nad  been  a  reformation ;  nor  would  any  Heathen 
have  been  converted  even  under  the  ministry  of  Paul,  if  their 
obstinate  settlement  in  their  idolatries  had  kept  their  eyes 
shut  against  all  further  light.  Yet  this  should  not  hinder 
us  from  settling  our  most  important  principles  of  faith  and 
practice,  where  reason  shines  with  its  clearest  evidence ; 
and  the  word  of  God  plainly  determines  trutli  and  duly. 

XXVII.  But  let  us  remember  also,  that  though  the  gos- 
pel is  an  infallible  revelation,  we  are  but  fallible  interpre- 
ters, when  we  determine  the  sense  even  of  some  important 
propositions  written  there  ;  and  therefore,  though  we  seem 
to  be  established  in  tlie  belief  of  any  particular  sense  of 
scripture,  and  though  there  may  be  just  calls  of  providence 
to  profess  and  subscribe  it,  yet  there  is  no  need,  that  we 
should  resolve  or  promise,  subscribe  or  swear  never  to 
change  our  mind  ;  since  it  is  possible  in  the  nature  and 
course  of  things,  we  may  meet  with  such  a  solid  and  sub- 
stantial objection,  as  may  give  us  a  quite  different  view  of 
things  from  what  we  once  imagined,  and  may  lay  before  us 
sufficient  evidence  of  the  contrary.  We  may  happen  to 
find  a  fairer  light  cast  over  the  same  scriptures,  and  see 
reason  to  alter  our  sentiments  even  in  some  points  of  mo- 
ment. Sic  sentio,  sentiam,  tliat  is.  So  I  believe,  and  so  1  will 
believe,  is  the  prison  of  the  soul  for  life,  and  a  bar  against  all 
the  improvements  of  the  mind.  To  impose  such  a  profes- 
sion on  other  men  in  matters  not  absolutely  necessary,  and 
not  absolutely  certain,  is'  a  criminal  usurpation  and  tyranny 
over  faith  and  conscience,  and  which  none  has  power  to 
require  but  an  infallible  dictator. 


CHAPTER  XIX. 

OF  IIVqUIRING  INTO  CAUSES  AND  EFFECTS. 

Some  effects  are;  found  out  by  their  causes  ;  and  some 
Oauscs,  by  their  effects.     Lot  ua  consider  both  these. 
I.  When  wo  are  inquiring  into  the  causes  of  any  par- 
Why  nhnnid  \vn  not  promise  never  j  lion,  So  I hrlime,  and.io  IioiUbelimel 
to  change  our  opinion  1  i       VVIint  is  it  to  iinpoRe  such  a  pio- 

What  does  he  sny  or  the  declnra-  J  TcsNlnn  on  others/ 


OF  INQUIRING  INTO  CAUSES  AND  EFFECTS.  203 

ticular  effect  or  appearance,  either  in  the  world  of  nature, 
in  the  civil  or  moral  concerns  of  men,  we  may  follow  this 
method ; 

1.  Consider,  what  effects  or  appearances  you  have  known 
of  a  kindred  nature,  and  what  nave  been  the  certain  and 
real  causes  of  them.  For  like  effects  have  generally  like 
causes,  especially,  when  they  are  found  in  the  same  sort  of 
subjects. 

2.  Consider,  what  are  the  several  possible  causes,  which 
may  produce  such  an  effect ;  and  -find  out  by  some  circum- 
stances, how  many  of  those  possible'  causes  are  excluded 
in  this  Articular  cause.  Thence  proceed  by  degrees,  to 
the  probable  causes,  till  a  more  close  attention  and  inspec- 
tion shall  exclude  some  of  them  also,  and  lead  you  gradual- 
ly to  the  real  and  certain  cause. 

3.  Consider,  what  things  preceded  such  an  event  or  ap- 
pearance, which  might  have  any  influence  upon  it;  and 
though  we  cannot  certainly  determine  the  cause  of  any 
thing  merely  from  its  going  before  the  effect,  yet  among 
the  many  forerunners,  we  may  probably  light  upon  the  true 
cause,  by  further  and  more  particular  inquiry. 

4.  Consider,  whether  one  cause  be  sufficient  to  produce 
the  effect,  or  whether  it  does  not  require  a  concurrence  of 
several  causes  ;  and  then  endeavor,  as  far  as  possible,  to 
adjust  the  degrees  of  influence,  that  each  cause  might  have 
in  producing  the  effect,  and  the  proper  agency  and  influence 
of  each. 

So  in  natural  philosophy,  if  I  would  find,  what  are  the 
principles  or  causes  of  that  sensation,  which  we  call  heat, 
when  I  stand  near  the  fire  ;  here  I  sliall  find  it  is  necessary, 
that  there  be  an  agency  of  the  particles  of  fire  on  my  flesh, 
either  mediately  by  themselves,  or  at  least  by  the  interme- 
'diato  air ;  there  must  be  a  particular  sort  of  motion  and 
vellication  imprest  upon  my  nerves  ;  there  must  be  a  com- 
munication of  that  motion  to  the  brain  ;  and  there  must  be 
an  attention  of  my  soul  to  this  motion.  If  either  of  these  is 
wanting,  the  sensation  of  heat  will  not  be  produced. 

So  m  the  moral  world,  if  I  inquire  into  the  revolution  of  a 
state  or  kingdom,  perhaps  I  find  it  brought  about  by  tlie 
tyranny  or  folly  of  a  prince,  or  by  the  disaffection  of  his 

In  ascertainiiiff  fho  causes  of  ef-  \  Fourth  thing  to  he  considered  ? 

fects,  whnt  is  the  first  thing  to  be  \  Can    yon  mention    some  of  tfie 

considered  1                                           J  causes,  th.1t  may  produce  the  revolu- 

Second  thing, to  be  considered  1       !  tion  of  a  kingdom? 

Tllird  thing  ti.  be  considered  '*  \ 


204  OF  INqUIRI-NG  I.\TO  CAUSES  AND  EFFECTS. 

own  subjects ;  and  this  disaffection  and  opposition  may 
arise,  either  on  account  of  impositions  in  religion,  or  in- 
juries relating  to  their  civil  riohts  ;  or  the  revolution  may 
be  effected  by  the  invasion  ot  a  foreign  army,  or  by  the 
opposition  of  some  person  at  home  or  abroad,  tbat  lays 
claim  to  the  government,  &c.  or  a  hero,  who  would  guard 
the  liberties  of  the  people  ;  or  by  many  of  these  concurring 
together.  Then  we  must  adjust  the  influences  of  each,  "as 
wisely  as  we  can,  and  not  ascribe  the  whole  event  to  one 
alone, 

11.  When  we  are  inquiring  into  the  effects  of  anv  particu- 
lar cause  or  causes,  we  may  follow  this  method  ;9 

1.  Consider  diligently  the  nature  of  every  cause  apart, 
and  observe,  what  effect  every  part  or  property  of  it  will 
tend  to  produce. 

2.  Consider  the  causes  united  together  in  their  several 
natures,  and  ways  of  operation  ;  inquire  how  far  the  powers 
or  properties  of  one  will  hinder  or  promote  the  eflects  of 
the  other,  and  wisely  balance  the  proportions  of  the  influ- 
ence. 

3.  Consider,  what  the  subject  is,  upon  winch  the  cause  is 
to  operate  ;  for  the  same  cause  on  different  subjects  will 
often  produce  different  effects,  as  the  sun,  whicli  softens 
wax,  will  Irarden  clay. 

4.  JjO  frc(iucnt  and  diligent  in  niuking  all  proper  experi- 
ments, in  setting  such  causes  at  work,  whose  effects  you 
desire  to  know,  and  patting  togetlier  in  an  orderly  manner, 
sucli  things,  as  are  most  likely  to  produce  some  useful 
effects,  according  to  the  best  survey  you  can  take  of  all  the 
concurring  causes  and  circumstances. 

5.  Observe  carefully  all  tiie  events,  which  happen  either 
by  an  occasional  concurrence  of  various  causes,  or  by  the 
industrious  application  of  knowing  men  ;  and  wjien  you  see 
any  happy  effect  certainly  produced  and  often  repeated, 
treasure  it  up,  togetlier  with  its  known  causes,  among  your 
improvements. 

().  Take  a  just  survey  of  all  tlic  circumstances,  which 
attend  the  operation  of  any  cause  or  causes,  wiicrcby  any 
special  effect  is  produced,  and  fmd  out,  as  far  as  possible, 
how  far  any  of  tliose  circumstances  had  a  tendency  either 
to  obstruct  or  prouKjte  or  change  tlio^e  operations,  and  con- 
eequently,  how  far  the  effrct  miglit  be  influenced  by  them. 

■ V ^"""—^ 

WlicM  we.  aio  imiiiirinc  i'll"  'Ik*  j  Wlint  does  He  reroinnifliiil  in  the 
cflTcrls  (if  causes,   wliiil    is  llie   rn.''t   j  foiirlli  iilnre  1 

IhiiiRtd  liPcoiuiilori;iH— llifiiiM:(iii(l  ?  j       Do  yon  iltoIIoi-I  any  other   pni. 
—the  iLtrd  f  i  ticiilurH  timii-r  lliia  general  head  ! 


OF  INQCIRING  INTO  CAUSES  AND  EFFECTS.  '^05 

In  this  manner,  physicians  practise,  and  improve  their 
skill.  They  consider  the  various  known  effects  of  particu- 
lar herbs  or  drugs  ;  they  consider,  what  will  be  the  effect 
of  their  composition,  and  whether  the  virtues  of  the  one 
will  exalt  or  diminish  the  force  of  the  other,  or  correct  any 
of  its  noxious  qualities.  Then  they  observe  the  native 
constitution,  and  the  present  temper  or  circumstances  of 
the  patient,  and  what  is  likely  to  be  the  effect  of  such  a 
medicine  on  such  a  patient.  And  in  all  uncommon  cases, 
they  make  wise  and  cautious  experiments,  and  nicely  ob- 
serve the  effects  of  particular  compound  medicines  on  dif- 
ferent canstitutions,  and  in  different  diseases ;  and  by  these 
treasures  of  just  observation,  they  grow  up  to  an  honorable^ 
degree  of  skill  in  the  art  of  healing. 

So  tlie  preacher  considers  the  doctrines  and  reasons,  the 
precepts,  the  promises  and  threatenings  of  the  word  of  God, 
and  what  are  the  natural  effects  of  them  upon  the  mind ;  he 
considers,  what  is  the  natural  tendency  of  such  a  virtue  or 
vice  ;  he  is  well  apprised,  that  the  representation  of  some 
of  these  things  may  convince  the  understanding,  some  may 
terrify  the  conscience,  some  may  allure  the  slothful,  and 
some  encourage  the  desponding.  He  observes  the  temper 
of  his  hearers,  or  of  any  particular  person  that  converses 
with  him  about  things  sacred,  and  he  judges,  what  will  be 
the  effects  of  each  representation  on  such  persons.  He 
reviews  and  recollects,  what  have  been  the  effects  of  some 
special  parts  and  methods  of  his  ministry  ;  and  by  a  careful 
survey  of  all  these,  he  attains  greater  degrees  of  skill  in 
his  sacred  employment. 

JVpie,  In  all  these  cases,  we  must  distinguish  those 
causes  and  effects,  which  are  naturally  and  necessarily  con- 
nected M-ith  each  other,  from  those,  which  have  only  an 
accidental  or  contingent  connection.  Even  in  those  causes, 
where  the  effect  is  but  contingent,  we  may  sometimes 
arrive  at  a  very  higli  degree  of  probability  ;  yet  we  cannot 
arrive  at  such  certainty,  as  where  the  causes  operate  by  an 
evident  and  natural  necessity,  and  the  effects  necessarily 
follow  the  operation. 

See  more  on  this  subject,  Logic  Part  II.  Chap.  V.  Sect 
7.  "  Of  the  principles  and  rules  of  judging  concerning 
things  past,  present  and  to  come,  by  the  mere  use  of  reason." 

In  wliiit   inniitier,   do   physicians  i  tlial  a    preaclier    slicjuld    tousider, 

reason  in  relaiinn  to  Uieir  patientel  !  wlieii  he  would  produce  an  effect 

Meaning  of  ;)n((>H(j-,  as  here  usefi  ?  S  upon  liis  hearers? 

What  do  physii  ians  sometimes  do  |       What,  does*  Watts  say,  we  most 

in  nncommon  rases  ?  i  distinguish  in  all  these  cases  I 

Can   you   mention   some    things,  j 
IS 


y06  Of  THE  SCIEjyCES,  AND  THEIR  DSB. 


CHAPTER  XX. 

OF   THE    SCIENCES,   AND    THEIR    USE    IN    PARTICnLAR 
PROFESSIONS. 

I.  The  best  way  to  learn  any  science,  is  to  begin  with  a 
regular  system,  or  a  short  and  plain  scheme  of  that  science, 
well  drawn  up  into  a  narrow  compass,  omitting  the  deeper 
and  more  abstruse  parts,  and  that  also  under  the  conduct 
and  instruction  of  some  skilful  teacher.  Systems  are  neces- 
sary to  give  an  entire  and  comprehensive  view  of  the 
several  parts  of  any  science,  which  may  liave  a  mutual 
influence  toward  the  explication  or  proof  of  each  other; 
whereas  if  a  man  deals  alwavs  and  only  in  essays  and  dis- 
courses on  particular  parts  ot  a  science,  he  will  never  ob- 
tain a  distinct  and  just  idea  of  tlie  whole,  and  may  perhaps 
omit  some  important  part  of  il,  ailer  se.ven  years  reading  of 
such  occasional  discourses. 

For  this  reason,  young  students  should  apply  themselves 
to  their  systems  much  more  than  to  pamphlets.  That  man 
is  never  so  fit  to  judge  of  particular  subjects  relating  to  any 
science,  who  lias  never  taken  a  survey  of  the  whole. 

It  is  a  remark  of  an  ingenious  writer,  "  Sliould  a  barba- 
rous Indian,  who  iiad  never  seen  a  palace  or  a  sliip,  view 
their  separate  and  disjointed  parts,  and  observe  the  pillars, 
doors,  wmdows,  cornices  and  turrets  of  the  one,  or  tlie  prow 
and  stern,  the  ribs  and  masts,  the  ropes  and  slu-ouds,  the 
sails  and  tackle  of  the  otiier,  ho  would  be  able  to  form  but 
a  very  lame  and  dark  i(!<'a  of  eillior  of  those  excellent  and 
useful  inventions.  In  lilu;  m;iniier,  thos(>,  who  contemplate 
only  tlie  fragments  or  pieces  liroken  olf  from  any  science, 
dispersed  in  short  unconnecU'd  discourses,  and  do  not  dis- 
cern their  relation  to  each  otiier,  and  iiow  they  may  be 
adapted,  and  by  their  union,  procure  the  deiigntful  sym- 

Wilh  what,  Hliriiilil  w<!  Iiegiii,  if  I  essays  upon  particular  parts  of  a 
we  would  l^arn  any  Hricnre?  |  "liciiro  I 

What  [larts  Hliotild  we  at  first,  j  Of  what,  must  we  take  a  survey, 
omil.'  I  iiiforilrr  to  jmlge  of  any  part  of  a 

Why  are  systems  neressary  1  i  sricnri-  ? 

What  if  a  person  intends  only  tu  j 


OF  THE  SCIENCES,  AND  THEIR  USE.  207 

.  metry  of  a  regular  scheme,  can  never  survey  an  entire  body 
of  truth,  but  must  always  view  it  as  deformed  and  dismem- 
bered ;  while  their  ideas,  which  must  be  ever  indistinct, 
and  often  repugnant,  will  lie  in  the  brain  unsorted,  and 
thrown  together  without  order  or  coherence.  Such  is  the  , 
knowledge  of  those  men,  who  live  upon  the  scraps  of  the 
sciences. 

A  youth  of  genius  and  lively  imagination,  of  an  active 
and  forward  spirit,  may  form  withm  himself,  some  alluring 
scenes  and  pleasing  schemes  in  the  beginning  of  a  science, 
which  are  utterly  inconsistent  with  some  of  the  necessary 
and  substantuil  parts  of  it,  which  appear  ii'i  the  middle  or 
end.  And  if  he  never  read  and  pass  through  the  whole,  he 
takes  up  and  is  satisfied  with  his  own  hasty,  pleasing 
schemes,  and  treasures  up  those  errors  among  his  solid 
acquisitions  ;  whereas  his  own  labor  and  study  farther  pur- 
sued would  liavc  sliewn  him  his  early  mistakes,  and  cured 
him  of  his  self-flattering  delusions. 

Hence  it  comes  to  pass,  that  we  have  so  many  half 
scholars,  and  there  is  so.  much  confusion  and  inconsistency 
in  the  notions  and  opinions  of  some  persons.  It  is  because 
they  devote  their  hours  of  study  entirely  to  short  essays 
and  pamphlets,  and  cast  contempt  upon  systems  under  a 
pretence  of  greater  politeness  ;  whereas  the  true  reason  of 
this  contempt  of  systematical  learning,  is  mere  laziness  and 
want  of  judgment. 

II.   After  we  have  become  well  acquainted  with  a  short 

,  system  or  compendium  of  a  science,  which  is  written  in  the 
plainest  and  most  simple  manner,  it  is  then  proper  to  read 
a  larger,  regular  treatise  on  that  subject,  if  we  design  a 
complete  knowledge  and  cultivation  of  it;  and  either  while 
we  are  reading  this  larger  system,  or  after  we  have  done  it, 
then  occasional  discourses  and  essays  upon  the  particular 
subjects  and  parts  of  that  science  may  be  read  witli  the 
greatest  profit ;  for  in  these  essays  we  may  often  find  very 
considerable  corrections  and  improvements  of  what  these 
compends,  or  even -the  larger  systems  may  have  taught  us, 
mingled  with  some  mistakes. 
These  corrections  or  improvements   should  be  as  re- 

Wliy  have  we  so  many  half  scliol-  i  essays? 
arB"!  \      What  may  \vc  expect  to  find  in 

Why  do  they  despise  systematic  \  these  essays  1 
learning?  ;      What  social  exercise  is  peculiarly 

What  shall  we  next  do,  after  !  usefiilin  learniiijrn  science  ?  Much 
learning  a  short  compendium  *?  I  conversation  with  superiors,    infe- 

When  should  we  read  occasional  j  riors  and  equals. 


208 


OF  THE  SCIE>CES,  AlfD  THEIR  USE. 


marks,  adjoined  bv  way  of  note  or  commentary  in  their 
proper  places,  and  superadded  to  the  regular  treatise  we 
have  read.  Then  a  studious  and  judicious  review  of  the 
whole,  will  give  us  a  tolerable  acquaintance  with  tliat 
science. 

III.  It  is  a  great  happiness  to  have  such  a  tutor,  or  such 
friends  and  companions  at  hand,  who  are  able  to  inform  us, 
what  are  the  best  books,  written  on  any  science,  or  any 
part  of  it.  For  want  of  this  advantage,  many  a  man  lias 
wasted  his  time  in  reading  over  petliaps  some  whole  vol- 
umes, and  learnt  little  more  by  it,  than  to  know,  that  tliose 
volumes  were  not  worth  his  reading. 

IV.  As  for  the  languages,  they  are  certainly  best  learned 
in  the  younger  years  of  life.  The  memory  is  then  most 
empty  and  unfurnished,  and  ready  to  receive  new  ideas 
continually.  We  find  that  children  in  two  year's  time  after 
they  are  born,  learn  to  speak  their  native  tongue. 

V.  The  more  abstract  sciences,  which  depend  more  upon 
the  understanding  and  judgment,  and  which  deal  much  in 
abstract  ideas,  should  not  he  imposed  upon  children  too 
Boon.    Such  are  logic,  metaphysics,  ethics,  politics,  or  the 


Grand  advantage  of  conversin-; 
with  superiors'? — with  equals'?  It 
allows  us  the  most  favorable  oppor- 
tunity for  discussion,  and  free  con- 
versation. 

Advanlaceof  s\irli  disrnssion  "?  It 
is  an  exercirie,  most  invigorating  to 
the  mind,  and  peculiarly  calculated 
to  Increase  and  familiarize  our  ac- 
quaintance with  the  subject. 

Advantage  of  conversing  with  in- 
feriors? it  is  pei.uli..rly  fitted  to 
give  us  a  clear,  distinct  and  familiar 
view  of  the  first  principles  ;  and 
must  always  gives  us  new  ideas 
upon  the  suhjcct. 

VN'lien  does  Watts  think  the  best 
time  for  learning  languages? — Why  ? 

What  seems  much  more  impor 
lant  for  children,  than  loading  tjieir 
memories  with  languages  ?  'I'o  teach 
them  their  own  language,  to  teach 
them  the  llihie,  the  history  of  their 
own  country,  and  of  others,  most 
Intimately  conricrted,  fic.  &.c. 

Why  is  it  very  important  for  chil- 
dren to  attend  to  these  things  1 
Deeply  to  impress  them  upon  llieir 
tender  minds,  to  improve  their  larul 
ties,  and  'o  prepare  them  for  use- 
(\jlncHH  and  for  heaven. 


When  should  they  attend  to  other 
Inngiiaees.'  At  a  later  period,  if 
they  have  a  prospect  of  lindingthem 
particularly  useful. 

Why  do  many  wish  to  learn,  or  to 
have  their  children  learn,  other  lan- 
guages ?  More  perhaps  for  the  name 
of  it,  than  for  any  thing  else? 

What  is  often  the  effect  of  trying 
to  learn  languages  and  a  multitude 
of  other  branches  ?  Nothing  is  learnt 
well. 

Caution  respecting  the  study  of 
the  deep  sciences  1 

When  may  children  learn  some- 
thing of  the  rudiments  of  these  sci- 
ences?    Very  young. 

How  soon  does  a  child  begin  to 
reason,  or  to  practise  logic  1  As 
soon  as  he  can  speak. 

How  soon  does  he  know  some- 
thing about  mathematics  1  As  soon 
as  he  knows  the  meaning  of  the 
word  one. 

How  soon  does  he  know  some- 
thing about  metaphysics  ?  As  soon 
as  he  knows  the  meaning  of  any 
such  words,  as pnm,  aehc, glad,  sorry, 
am,  &c. 

What  is  the  way  to  make  a  child 
very  great   in  llies*  sctencos.'    To 


OF  THE  SCIENCES.  AND  THEIR  CSE.  209 

depth  and  difficulties  of  grammar  and  criticism.  Yet  it 
must  be  confessed,  -the  hrst  rudiments  of  grammar  af'e 
necessary,  and  very  convenient  to  be  known,  when  a  youth 
learns  a  new  language;  and  some  general  easy  principles 
and  rules  of  morality  and  divinity  are  needful,  in  order  to 
teach  a  child  his  duty  to  God  and  man.  But  to  enter  far 
into  abstract  reasonings  on  these  subjects,  is  beyond  the 
capacity  of  children.     • 

VI.  There  are  several  of  tlie  sciences,  that  will  more 
agreeably  employ  our  younger  years,  and  the  general  parts 
01  them  may  be  easily  known  by  boys  ;  as  the  first  princi- 
ples and  easier  practices  of  arithmetic,  geometry,  plain 
trigonometry,  measurinij  heights,  depths,  lengths,  distances, 
&c.  The  rudiments  oi  geometry  and  astronomy,  together 
with  something  of  mechanics,  may  be  easily  conveyed  into 
the  minds  of  acute  young  persons,  nine  or  ten  years  old. 
These  studies  may  be  entertaining  and  useful  to  young 
ladies,  as  well  as  to  gentlemen,  and  to  all  those,  v/ho  are 
bred  up  to  the  learned  professions.  The  fair  sex  may  in- 
termingle those  with  the  operations  of  the  needle,  and  the 
knowledire  of  domestic  life.  Boys  may  be  taught  to  join 
tliem  with  their  rudiments  of  grammar,  and  their  labor  in 
the  languages.  And  even  those,  who  never  learn  any  lan- 
guage, but  their  mother-tongue,  may  be  taught  these  sci- 
ences, with  hlsting  benefit  in  early  days. 

That  this  may  be  done  with  ease  and  advantage,  take 
these  three  reasons  ; 

1.  Because  they  depend  so  much  upon  schemes  and 
numbers,  images,  lines  and  figures  and  sensible  things,  that 
the  imagination  or  fancy  will  greatly  assist  the  understand- 
ing, and  render  the  knowledge  of  them  much  more  easy'. 

2.  These  studies  are  so  pleasant,  that  they  will  make 
the  dry  labor  of  learning  words,  phrases  and  languages 
more 'tolerable  to  boys  in  a  Latin  school,  by  this  most  agree- 
able mixture.  The  employment  of  youth  in  these  studies 
will  tempt  them  to  neglect  many  of  the  foolish  plays  of 
childhood  ;  and  they  will  find  sweeter  entertainment  for 
themselves  and  their  leisure  hours  by  a  cultivation  of  these 
pretty  pieces  of  alluring  knowledge. 

3.  The  knowledge  of  these  parts  of  science  is  both  easy 

begin  with  him  veryyoiins,  to  teach  i  children  9  or  10  years  old. 
him  such  parts,  as  he  can  clearly  |      With  what  other  pursuits,  may 
understand,  and  let   him  frradnally  !  females  unite  these  studies  ? 
advance  to  the  more  difficult  parts.     |      What  useless  operations  may  these 

Mention  some  of  the  studies,  that  j  studies  induce  children  to  neglect? 
Watts  thinlta,   mav  be  pursued  by  { 

18* 


210  OF  THE  SCIENCES,  AAD  THEIR  USE. 

and  worthy  to  be  retained  in  memory,  by  all  children,  when 
they  come  to  miinly  years  ;  for  they  are  useful  tlirough  all 
the  parts  of  human  life.  They  tend  to  enlarge  the  under- 
standing early,  and  to  give  a  various  acquaintance  with 
useful  subjects  betimes.  And  surely  it  is  best,  as  far 
as  possible,  to  train  up  cliildren  in  tlie  knowledge  of  those 
tilings,  which  they  should  never  forget,  ratlier  than  to  let 
them  waste  years  of  Ijfe  on  trifles,  ot  hard  words,  which  are 
not  worth  remembering. 

And  here  by  the  way,  I  cannot  but  wonder,  that  any 
author  in  our  age  should  attempt  to  teach  any  of  the  ex- 
ploded physics  of  Descartes,  or  the  nobler  inventions  of 
Sir  Isaac  Newton  in  his  hypothesis  of  the  heavenly  bodies 
and  their  motions,  in  his  doctrine  of  light  and  colors,  and 
other  parts  of  his  physiology,  or  to  instruct  children  in  the 
knowledge  of  the  theory  of  the  heavens,  earth  and  planets, 
without  any  figures  or  diagrams.  Is  it  possible  to  give  a 
boy  or  a  young  lady,  the  clear,,  distinct  and  proper  appre- 
hensions of  these  things,  without  lines  and  figures  to  de- 
scribe them  ?  Does  not  their  understanding  want  the  aid 
of  fancy  and  images,  to  convey  stronger  and  juster  ideas  of 
them  to  the  inmost  soul  ?  Or  do  they  imagine,  tiiat  youtli 
can  penetrate  into  all  these  beauties  and  artifices  of  nature, 
without  those  helps,  which  persons  of  maturer  age  find 
necessary  for  that  purpose  ?  I  would  not  M-illingly  name 
the  books;  because  some  of  the  writers  are  said  to  be  gen- 
tlemen of  excellent  acquirements. 

VII.  After  we  have  first  learnt  any  of  those  arts  or 
sciences,  which  are  to  bo  explained  by  diagrams,  figures 
and  schemes,  such  as  geometry,  geograpliy,  astronomy, 
optics,  mechanics,  &c.  we  may  best  preserve  them  in  me- 
mory, by  having  those  scliemes  and  figures  in  large  sheets 
of  paper,  hanging  always  before  the  eye  in  closets,  narlors, 
iialls,  chambers,  entries,  staircases,  &,c.  Thus  the  learned 
hnages  will  bn  perpetually  imprest  on  the  brain,  and  will 
keep  the  learning,  thiit  dejieiicls  upon  them  alive  nnd  fresh 
m  the  mind,  througii  the  growing  years  of  life.  The  mere 
diagrams  ;uid  fiirures  will  ever  recall  to  our  thouglits  tliose 
llieorenis,  ])n)l)lems  and  corollaries,  which  have  been  de- 
monstrated by  them. 

When   iH  n  knowledge  of  these  1  uoeriil?    In  sluiliea  relating  to  vlal- 

bmnrhfi'  usel'iil  ?                                  }  ble  objects. 

In  the  knowledpe  of  what  tliin);R,  |  M<iiininR  of  r/in^nm  ?— of  visiUt  7 

■hould  nhililren  be  ttniiied  u|>1            j  Knsiest  method   of   preserving  u 

In  what  studies,  lire  dinerains  and  |  knowledge  of  liiose  branrhen? 
other    viaitile    reproHentulioiis   very  j 


OF  THE  SCIENCES,  AND  THEIR  USE.  21l 

It  ia  incredible,  how  much  geography  may  be  learnt  in 
this  way,  by  the  two  terrestrial  hemispheres,  and  by  par- 
ticular maps  and' charts  of  the  coasts  and  countries  oi  the 
earth,  happily  disposed  round  about  us.  Thus  we  may 
learn  also  the  constellations  by  just  projections  of  the 
celestial  sphere,  hung  up  in  tlie  same  manner.  And  I  must 
confess,  for  the  bulk  of  learner?  of  astronomy,  I  like  that 
projection  of  the  stars  best,  which  includes  all  the  stars  in 
our  horizon,  and  therefore  it  reaches  to  the  38  l-'i  degree 
of  southern  latitude,  though  its  center  is  the  north-pole. 
This  gives  us  a  better  view  of  the  heavenly  bodies,  as  they 
appear  every  night  to  us,  and  it  may  be  made  use  of  with  a 
little  instruction,  and  with  ease,  to  serve  for  a  nocturnal, 
and  shew  the  true  hour  of  the  night. 

But  remember,  that  if  there  be  any  coloring  upon  tliesc 
maps  or  projections,  it  should  be  laid  on  so  thin,  as  not  to 
obscure  or  conceal  any  part  of  the  lines,  figures  or  letters  ; 
whereas  most  times  they  are  daubed  so  thick  with  gay  and 
glaring  colors,  and  hung  up  so  high  above  the  reach  of  the 
eye,  that  should  survey  and  read  them,  as  though  their  only 
design  were  to  make  a  gaudy  show  upon  the  wall,  and  they 
hung  there  merely  to  cover  the  naked  plaster  or  wainscot. 

Those  sciences,  which  may  be  drawn  out  into  tables  may 
also  be  hung  up,  and  disposed  in  proper  places,  such  as 
brief  abstracts  of  history,  chronology,  &c.  and  indeed,  the 
schemes  of  any  of  the  arts  or  sciences  may  be  analysed  in 
a  sort  of  skeleton,  and  represented  upon  tables,  with  the 
various  dependences  and  connections  of  their  several  parts 
and  subjects,  that  belong  to  them.  Mr.  Solomon  Lowe  has 
happily  thrown  the  grammar  of  several  languages  into  such 
tables  ;  and  a  frequent  review  of  those  abstracts  would  tend 
much  to  imprint  them  on  the  brain,  when  they  jiave  been 
once  well  learned  ;  this  would  keep  those  'learned  traces 
always  open,  and  assist  the  weakness  of  a  laboring  memory. 
In  this  manner,  may  a  scheme  of  scripture  history  be  drawn 
out,  and  perpetuate  those  ideas  in  the  mind,  with  which  our 
daily  reading  furnishes  us. 

VIII.  'Every  man,  who  pretends  to  the  character  of  a 
scholar,  should  attain  some  general  idea  of  most  or  all  the 
sciences;  for  there  is  a  certain  comioction  among  the  vari- 
ous parts  of  human  knowledge,  so  that  some  notions  bor- 
rowed from  any  one  science,  may  assist  our  acquaintance 
with  any  other,  either  by  way  of  explication,  illustration  or 

What  direction  does  he  give  for  i  Who  should  gain  sotne  idea  of 
coloring  maps,  &.C. .'  .     \  most  of  the  sciences.' — VVhyl 


i' 


21^  OF  THE  SCIENCES,  AND  THEIR  USE. 

proof;  though  there  are  some  sciences  conjoined  by  a  much 
nearer  affinity  than  others. 

IX.  Let  those  parts  of  every  science  be  chiefly  studied 
at  first,  and  reviewed  afterwards,  which  have  a  more  direct 
tendency  to  assist  our  profession  as  men,  or  our  general 
profession  as  Christians,  always  observing  what  we  our- 
selves liave  found  most  necessary  and  useful  to  us  in  the 
course  of  our  lives.  Age  and  experience  will  teach  us  to 
judge,  which  of  the  sciences,  and  which  parts  of  thcni,  have 
been  of  greatest  use,  and  most  valuable  ;  but  in  younger 
years,  wo  are  not  sufficient  judges  of  this  matter,  and  there- 
fore, should  seek  advice  from  others. 

X-.  There  arc  three  learned  professions  among  us,  name- 
ly, divinity,  law  and  medicine.  Though  every  man,  who 
pretends  to  be  a  scholar  or  a  gentleman,  should  so  far 
acquaint  liimself  with  all  the  sciences,  as  not  to  stand 
amazed,  like  a  more  stranger,  at  the  mention  of  the  common 
subjects,  that  belong  to  them  ;  yet  there  is  no  necessity  for 
every  man  of  learning  to  enter  into  their  difficulties,  and 
deep  recesses,  nor  to  chmb  the  heights,  to  which  some  others 
iiave  risen.  The  knowledge  of  tliem  in  a  proper  measure, 
may  be  ha])pily  useful  to  every  profession,  not  only  because 
all  arts  and  sciences  have  a  sort  of  communion  and  connec- 
tion with  each  other,  but  it  is  an  angelic  pleasure  to  grow 
in  knowledge ;  it  is  a  matter  of  honor  and  esteem,  and  ren- 
ders a  man  more  agreeable  and  acceptable  in  every  com- 
pany. 

But  let  ns  survey  several  of  them  more  particularly,  with 
regard  to  the  learned  professions  ;  and  first,  of  the  mathe- 
matics. 

XI.  Though  I  have  so  often  commended  mathematical 
studies,  and  particularly  tlie  speculations  of  arithmetic  and 
geometry,  as  a  means  to  fix  a  wavering  mind,  to  produce  a 
habit  of  attention,  and  to  improve  the  faculty  of  reason  ; 
yet  I  would  by  no  means,  be  understood  to  reconnnend  to 
all,  a  pursuit  of  these  sciences  to  those  extensive  lengths, 
to  which  llu!  moderns  jiave  advanced  them.  This  js  neither 
ncc-cssary  nor  proper  for  any  students  but  those  few  who 


What  parts  of  earli  BciKPre  uliniild 
we  more  particularly  Htiuly  ami  re- 
view 1 

What  will  teach  iis  l«  know  these 
parts  1 

How  sliall  youiii  pcrnotM  know  1 

What  are  the  three  lenriicd  pro 

(69910118  ' 


Who  Khcmlil  have  some   general 
arciuaiiilaiico  with  eaili  of  thti»o  1 

Whom    xviiiilil    WaltH    ailvise   to 
sliiciv  iiiallioni.ilii'!'  ilceply  1 

Why  should  nol  persons  in  general 
study  mallieunlics  d'-eply  ?  'I'lie; 
have  not  time  j  and  if  tliey  had 


MOV 


OF  THE  SCIENCES,  AND  THEIR  USE.  213 

shall  make  these  studies  their  chief  profession  and  business 
of  life,  or  those  gentlemen  whose  capacities  and  turn  of 
raind  are  suited  to  these  studies,  and  have  ail  manner  of 
advantage  to  improve  in  them. 

The  general  principles  of  arithmetic,  algebra,  geometry 
and  trigonometry,  of  geography,  of  modern  astronomy, 
mechanics,  statics  and  optics,  have  their  valuable  and  ex- 
cellent uses,  not  only  for  the  exercise  and  improvement  of 
the  faculties  of  the  mind  ;  but  the  subjects  themselves  are 
very  well  worth  our  knowledge  in  a  moderate  degree,  and 
are  often  made  of  admirable  service  in  life.  So  much  of 
these  subjects,  as  Dr.  Wells  has  given  us  in  his  tiiree  vol- 
umes, entitled,  'The  Young  Gentleman's  Mathematics,'  is 
richly  snlKcient  for  the  greatest  part  of  scholars  or  gentle- 
men ;  though  perhaps  there  may  be  some  single  treatises, 
at  least,  on  some  of  these  subjects,  which  may  be  better 
written,  and  more  useful  to  be  perused,  than  those  of  that 
learned  author.  ' 

But  a  penetration  into  the  abstruse  difficulties  and  depths 
of  modern  algebra  and  fluxions,  the  various  methods  of 
quadratures,  the  mensuration  of  all  kinds  of  curves,  and  their 
mutual  transformation,  and  twenty  other  things,  that  some 
modern  mathematicians  deal  in,  are  not  worth  the  labor  of 
those,  who  design  cither  of  the  three  learned  professions, 
as  the  business  of  life.  This  is  the  sentence  of  a  consider- 
able man,  namely,  Dr  George  Cheyne,  who  was  a  very 
good  proticient  and  wrijLer  on  these  subjects.  He  affirms, 
that  they  are  but  barren  and  airy  studies  for  a  man  entirely 
to  live  upon,  and  that  for  a  man  to  indulge  and  riot  in  these 
exquisitely  bewitching  contemplations,  is  only  proper  for 
public  professors,  or  for  gentlemen  of  estates,  v/ho  have  a 
strong  propensity  this  way,  and  a  genius  fit  to  cultivate 
them.  "  But,"  says  he,  "  to  own  a  great  but  grievous  truth, 
though  they  may  quicken  and  sharpen  tne  invention, 
strengthen  and  extend  the  imagination,  improve  and  refine 
the  reasoning  faculty,  and  are  of  use  both  in  the  necessary 
and  the  luxurious  refinement  of  mechanical  arts  ;  yet  hav- 
ing no  tendency  to  rectify  the  will,  to  sweeten  the  temper, 
or  mend  the  heart,  they  often  leave  a  stiffness,  a  positive- 
ness  and  sufficiency  on  weak  minds,  which  is  much  more 
pernicious  to  society,  and  to  the  interests  of  the  great  end 

would  prohaWy   be   more  injurious  i      Would  it  not  very  much  strength- 

than  useful.  \  en  and  improve  tlieii  minds  1     Pr<v- 

Hovv  '!     By  diverting  their  medi-  !  bably   very   little,   as   it   relates    to 

tations  from  more  useful  studies.  \  other  pursuits. 


214  OF  THE  SCIENCES,  AxND  TUEIR  USE. 

of  our  being,  than  all  their  advantages  can  recompense." 
He  adds  further  concerning  launcliing  into  the  deptli  of  the 
studies,  that  they  are  apt  to  beget  a  secret  and  refined 
pride,  an  over-weening  and  overbearing  vanity,  the  most 
opposite  temper  to  the  true  spirit  of  the  gospel.  This 
tempts  them  to  presume  on  a  kind  of  omniscience  in  respect 
to  tlieir  fellow-creatures,  who  have  not  risen  to  their  eleva- 
tion. Nor  are  they  fit  to  be  trusted  in  the  hands  of  any  but 
those,  who  have  acquired  a  liumble  heart,  a  lowly  spirit,  and 
a  sober  and  teachable  temper.  See  Dr.  Cheyne's  preface 
to  his  Essay  on  Health  and  long  Life. 

Xn.  Some  of  the  practical  parts  of  geometry,  astronomy, 
dialing,  optics,  statics,  mechanics,  &c.  may  be  agreeable 
entertainments  and  amusements  to  students  in  every  pro- 
fession at  leisure  hours,  if  they  enjoy  such  circumstances 
of  life,  as  to  furnish  them  with  conveniences  for  this  sort  of 
improvement.  But  let  them  take  great  care,  lest  they  en- 
croach.upon  more  noce^ary  employments,  and  so  fall  under 
the  charge  and  censure  of  wasting  time. 

Yet  I  cannot  iiejp  making  this  observation,  that  where 
students,  or  indeed  any  young  gentlemen,  have  in  their 
early  years,  made  themselves  masters  of  a  variety  of  ele- 
gant problems  in  the  mathematic  circle  of  knowledge,  and 
gained  the  most  easy,  neat  and  entertaining  experiments 
m  natural  philosophy,  witli  some  short  and  agreeable  specu- 
lations or  practices  in  any  other  of  the  arts  or  sciences, 
they  have  hereby  laid  a  foundation  for  the  esteem  and  love 
of  those,  with  whom  tliey  converse  ;  they  have  been  often 
guarded  by  this  means,  from  the  temptation  of  pleasures, 
and  have  secured  both  their  own  hours  and  the  hours  of 
their  companions,  from  running  to  waste  m  sauntering  and 
trifles,  and  from  a  thousand  silly  dialogues.  Gainin<j  and 
drinking,  and  many  criminal  and  foolish  scenes  of  lalK  and 
action,  have  been  prevented,  by  these  innocent  and  im- 
provlnfr  elegancies  of  knowledge. 

Xllf.  History  is  a  necessary  study  in  the  supreme  place 
for  griitlcmcn  who  deal  in  Politics.  The  government  of 
nations,  and  distressful  and  uoHolating  events  which  have 
in  all  ages  attended  the  mistakes  of  politicians,  should  be 
ever  present  to  tJicir  minds,  to  warn  tiiem  to  avoid  the  like 
conduct,  (joography  and  chronology,  which  precisely  in- 
form U3  of  the  place  and  time  where  such  transactions  or 

What   raiilion    rioCB   he    (.'iVR   to  i  ticititifl? 
thonn,  who  (iiirsiir!  various  srirnres  i'  j       What  aro  the  eyes  of  history  ? — 
Study,  peculiarly  needful  for  poll    j  Meaning  v{ chronology  7 


OF  THE  SCIENCES,  AND  THEIR  USE.  215 

eveijts  happened,  are  the  eyes  of  history,  and  of  absolute 
necessity  in  some  measure  to  attend  it. 

But  history,  so  far  as  it  relates  to  the  Bible^  is  as  neces, 
sary  to  divines,  as  to  gentlemen  of  any  profession.  It  helps 
to  reconcile  many  difficulties  in  scripture,  and  demonstates 
a  divine  providence.  Dr.  Piideaux's  Connection  of  the 
Old  and  New  Testament,  is  an  excellent  treatise  of  this 
kind. 

XIV.  Among  the  smaller  histories,  biography,  or  the 
memoirs  of  the  lives  of  great  and  good  men,  has  a  high 
rank,  as  worthy  of  the  perusal  of  every  person,  who  devotes 
himself  to  the  study,  of  divinity.  Therein  we  frequently 
find  our  holy  religion  reduced  to  practice,  and  many  parts  of 
Christianity  shining  with  a  transcendant  and  exemplary 
light.  We  learn  there,  how  deeply  sensible  great  and 
^ood  men  have  been  of  the  ruin  of  human  nature,  by  the 
hrst  apostasy  from  God,  ^and  how  they  have  toiled  and 
labored,  and  turned  themselves  on  all  sides,  to  seek  a  re- 
covery in  vain,  till  they  have  found  the  gospel  of  Christ  an 
all-sufficient  relief.  We  are  there  furnished  with  effectual 
and  unanswerable  evidences,  that  the  religion  of  Jesus, 
with  all  its  self-denials,  virtues  and  devotions,  is  a  very 
practicable  thing ;  since  it  has  been  carried  to  such  a  de- 
gree of  honor  by  some  wise  and  holy  men.  We  have  been 
there  assured,  that  the  pleasures  and  satisfactions  of  the 
Christian  life,  in  its  present  practice  and  its  future  hopes, 
are  not  the  mere  raptures  of  fancy  and  enthusiasm,  when 
some  of  the  strictest  professors  of  reason  have  added  the 
sanction  of  their  testimony. 

In  short,  the  lives  or  memoirs  of  persons  of  piety,  well 
written,  have  been  of  infinite  and  unspeakable  advantage 
to  the  disciples  and  professors  of  Christianity,  and  have 
given  us  admirable  instances  and  rules,  how  to  resist  every 
temptation  of  a  soothing  or  a  frowning  world,  how  to  prac- 
tise important  and  difficult  duties,  how  to  love  God  above 
all,  and  to  love  our  neighbors  as  ourselves,  to  live  by  the 
faith  of  the  Son  of  God,  and  to  die  in  the  same  faith,  in  sure 
and  certain  hope  of  a  resunection  to  eternal  life. 

XV.  Remember,  that  logic  and  metaphysics  are  neces- 

To  whom  else,  is  histor}'  equally  i  — Meaning   of   bm^raphy'! — of  me- 
necessary,  as  far  as  it  relates   to  I  moirsl 
Bcripture'?  |      What  are  some  of  the  advantages 

What  excellent  work  upon  this  J  of  attending  to  the  memoirs  of  the 
subject,  does  Watts  recommend  1       |  eminently  pious  ? 

What  does  he  say  of  biography  ?  | 


216  OF    THE    SCIENjCES,  AND    THEIR    USE. 

sary  sciences,  though  they  have  been  greatly  abused  by 
the  scholastic  writers,  who  have  professed  to  teach  them  in 
former  ages.  Not  only  all  students,  whetlier  they  design 
the  profession  of  theology,  law  or  physic,  but  all  gentfe- 
rnen  should  at  least  acquire  a  superficial  knowledge  of  them. 
The  introduction  of  so  many  subtleties,  nice  distinctions 
and  insignificant  terms,  without  clear  ideas,  has  brought  a 
great  part  of  the  logic  or  metapjiysics  of  the  schools  into 
just  contempt.  Their  logic  has  appeared  the  mere  art  of 
wrangling ;  and  their  metaphysics,  the  skill  of  splitting  a 
hair,  of  distinguishing  without'  a  difference,  and  of  putting 
long  hard  names  upon  common  things,  and  sooietimes  upon 
a  confused  jumble  of  things,  wliicli  have  no  clear  ideas  be- 
longing to  tliem. 

It  is  certain,  that  an  unknown  heap  of  trifles  and  imperti- 
nences have  been  intermingled  with  these  useful  parts  of 
learning,  upon  which  account,  many  persons  in.  this  polite 
age  have'made  it  a  part  of  their  business  to  throw  a  jest 
upon  them  ;  and  to  rally  tJiem  has  been  esteemed  a  more 
valuable  talent,  than  to  understand  them. 

But  this  is  running  into  a  wide  extreme  ;  nor  ought  these 
parts  of  science  to  be  abandoned  by  the  wise,  because  some 
writers  of  former  ages  have  played  the  fool  witli  them. 
True  logic  teaches  us  to  use  our  reason  well,  and  brings 
light  into  the  understanding.  True  metaphysics,  casts  a 
light  >ipon  all  the  objects  of  thought,  by  ranging  every 
being  with  all  the  absolute  and  relative  perfections  and 
properties,  modes  and  attendants  of  it,  in  proper  ranks  or 
classes,  iinu  thereby  it  discovers  the  various  relations  of 
things  to  each  other,  and  what  are  their  general  or  special 
diff'ereiicos,  wherein  a  great  part  of  human  knowledge  con- 
sists. Aii'd  by  tliis  means,  it  greatly  conduces  to  instruct 
us  in  method,  or  tlu;  disposition  of  every  thing  into  its  proper 
rank  and  class  of  l)eings,  attributes  or  actions. 

XVI.  If  I  Mere  to  say  any  tiling  of  natural  philosophy,  I 
would  vpiitnrc  to  lay  down  my  sentiments  tiius  ; 

I  think,  it  must  n;ieds  be  very  useful  to  a  divine  to  un- 
derstand something  of  natural  science.    The  mere  natural 


What  has  cnndncod  to  bring  Ingir, 
and  metnphysic!!  into  contempt  1 

Wh.it  hiive  hoi-n  minplod  with 
those  UHefiil  p:irlH  of  !i!.irriin(»1 

VVIiat  have  Boine  ronsidcrcd  a 
more  valiiiihle  lnle;ii,  Ui.in  lo  iiiidcr- 


Wliat  objects  receive  light  from 
iiietaphyHJcsl 

VVIiat  natural  history  does  Wattfl 
include  in  natural  philosophy,  or 
natural  wcionco  ? 

'I'u   what,   is   natural   philosophy 


dersiand  tlifin  1— Meaniric  oCrd//?/ 7  !  (;rn('rnlly  ci>nlin(Ml  1    To  inanimate 
Into  wliat,  does  logic  lirliiR  llplit  1  j  and  nnorgani/.ed  matter. 


OF  THK  SCIENCES,  AMD  THEIR  USE.  217 

liistory  of  birds,   beasts  and  fislies,  of  insects,  trees  and 

f)lants,  as  well  as  of  meteors,  such  as  clouds,  thunders, 
ightnings,  snow,  hail,  frost,  &c.  in  all  their  common  or  un- 
common appearances,  may  be  of  consid(3rable  use  to  one 
who  studies  divinity,  to  give  him  a  wider  and  more  delight- 
ful view  of  the  M'orks  of  Clod,  and  to, furnish  him  with  lively 
and  happy  images  and  metaphors,  drawn  from  the  large 
volume  ot  nature,  to  display  and  represent  the  things  of 
(Jod  and  religion  in  tiie  most  beautiful  and  aliecting  colors. 

And  if  the  mere  history  of  these  things  is  useful  for  this 
purpose,  surely  it  will  be  of  further  advantage  to  be  led 
into  the  reasons,  causes  and  effects  of  these  natural  objects 
and  aopearances,  and  to  know  the  established  laws  of 
nature,  matter  and  motion,  whereby  the  great  God  has  car- 
ried on  his  extensive  works  of  providence  from  the  Ration 
to  this  day. 

I  confess,  the  old  Aristotelean  scheme  of  this  science, 
will  teach  us  very  little,  that  is  wortli  knowing ;  but  the 
later  writers,  who  have  explained  nature  and  its  operations 
in  a  more  sensible  and  geometrical  manner,  are  well  worth 
the  moderate  study  of  a  divine  ;  especially  of  those,  who 
have  followed  the  principles  of  that  wonder  of  our  age  and 
nation.  Sir  Isaac  Newton.  There  is  much  pleasure  and 
entertainment,  as  well  as  real  profit,  to  be  derived  from 
those  admirable  improvements,  which  have  been  advanced 
in  natural  philosophy  of  late  years,  by  the  assistance  of 
mathematical  learning  as  well  as  from  the  multitude  of  ex- 
periments, which  have  been  made,  and  are  still  making,  in 
natural  subjects. 

XVII.  This  IS  a  science,  which  indeed  eminently  be- 
longs to  the  physician.  He  ought  to  know  all  the  parts  of 
human  nature,  what  are  the  sound  and  healthy  functions  of 
an  animal  body,  and  what  are  the  distempers  and  dangers 
which  attend  it ;  he  should  also  be  furnislied  with  a  large 
knowledge  of  plants  and  minerals,  and  every  thing,  which 
makes  up  the  materia  mcdica,  or  the  ingredients  of  which 
medicines  are  made  ;  and  many  other  things  in  natural 
philosophy  are  subservient  to  his  profession,  as  well  as  to 
the  kindred  art  of  surgery. 

Meaninjj  of  inanimate! — o(  uiior-  i  More  extensive  sense  of  the  word 
ganizcdl  \' Zo-olvgij7    Tlie  science,  that  treats 

What    science  treats  of  beasts?  \  of  all  irrntiona!  animals. 
Zo-olnpy. — Of  birds'?    Ornitliology.  \      What  advantage  may  divines  and 
— Of   insects'!      Entomolosiy.  —  Uf  |  persons  in  (.'enoral,  derive  from  some 
fishes'?     Ichthyology. —  Of  vegeta-  \  acquaintance  with  natnral  history  1 
ties'?     Botany.  5      What  science  eminently  Uelungs 

Meaning  of  ijiscft? — ot  vegetable '\  \  to  the  physician  1 
11) 


'218  OF  THE  SCIENCES,  AND  THEIR  USE. 

XVIII.  Questions  about  the  powers  and  operations  of 
nature,  may  also  sometimes  come  into  the  lawji^er's  cog- 
nizance, especially  such,  as  relate  to  assaults,  wounds, 
murders,  &c.  I  remember,  I  have  read  a  trial  of  a  man  for 
murder  by  drowning,  wherein  the  judge  on  the  bench  heard 
several  arguments  concerning  the  lungs  being  filled  or  not 
filled  with  water,  by  inspiration  or  expiration,  &c.  to  all 
which,  he  professed  himself  so  much  a  stranger,  as  did  not 
do  him  any  great  honor  in  public. 

XIX.  But  I  think,  no  divine,  who  can  obtain  it,  should  be 
utterly  destitute  of  this  knowledge.  By  the  assistance  of 
this  study,  he  will  be  better  able  to  survey  the  various 
monuments  of  creating  wisdom  in  the  heavens,  the  earth 
and  the  seas,  u'ith  wonder  and  worship  ;  and  by  the  use  of 
a  mod#ate  skill  in  this  science,  he  may  communicate  so 
much  information  of  the  astonishing  works  of  God  in  the 
formation  and  government  of  tliis  visible  world,  and  so  far 
instruct  many  of  his  hearers,  as  may  assist  the  transfusion 
of  the  same  ideas  into  their  minds,  and  raise  them  to  the 
same  delightful  exercises  of  devotion.  "O  Lord,  how 
manifold  are  thy  works  !  In  wisdom,  hast  thou  made  them 
all !  They  are  sought  out  by  all  that  have  pleasure  in 
them." 

Besides,  it  is  worthy  of  the  notice  of  every  student  in 
theology,  that  he  ouglit  to  have  some  acquaintance  with  the 
principles  of  nature,  that  lie  may  judge,  how  far  they  will 
go ;  so  tliat  he  may  not  1)C  imposed  upon,  to  take  every 
strange  appearance  in  nature  for  a  miracle ;  that  he  may 
reason  the  clearer  upon  tliis  subject,  that  he  may  better 
confirm  the  miracles  of  Moses  and  of  Clirist,  nor  yield 
up  lii.s  faith  to  any  pretences  to  prodigies  and  wonders, 
which  are  either  tlic  occasional  and  uncommon  opera- 
tions of  the  elements,  or  the  cratly  sleights  of  men,  well 
skilled  in  jjhilosophy  and  mechanical  operations,  to  delude 
the  simple. 

XX.  The  knowledge  also  of  animal  nature  and  of  the 
rational  soul  of  man,  and  the  mutual  influence  of  these  two 

Why  slidiild  divines  know  souk;-  j       Hcst  writfr  ii|>(in  inciitnl  pliiloso- 

thing  of    till!   aiiiinal   uiiU    ruliunal  !   pliy  ^     I'lcjlialily  VVaUa. 

nature  <if  iriaii  ■'  1       Wliyl      Mi!<   \vri(iii)!!<   upon   thin 

VVIiat  inUiat  sriciirri  rallcrl,  wliiil*  j  Riilijeil    appciw   In  lid   iiuirc  rorrncl, 

IreHtB  or  till-,  ralidiial  part  iif  iiiaii  !  |  iiKirc   practical,    morn   useful,    and 

Ment!il    philosophy,   ur   iiitt;ll(ti:tiial  j    iiiuch  more  intclliitihie. 

pbiloHopliy.  j       What  literary  work  sceinonuw  to 

Most  Taiiious  writers  upon  menial  j  lie   needed,    more  than  alinrmt  any 

philosophy  1     I^icke,  Ueid,  Stewart  i  other'?     A  trcalive  ii|iiiii  meiitnl  phi- 

anJ  itri'wii  |  losopiiy,   much  ({rentrr   and   better, 


OF  THE  SClEiSCES,  AND  THEIR  DSE.  2l[) 

ingredients  of  our  composition,  upon  each  other,  is  worthy 
the"  study  of  a  divine.  It  is  of  great  importance  to  persons 
of  this  character  and  office,  to  judge,  how  far  the  animal 
powers  have  influence  upon  such  and  such  particular  ap- 
pearances and  practices  of  manknid  ;  how  far  the  appetites 
or  passions  of  human  nature  are  owing  to  flesh  and  blood, 
or  to  the  mind  ;  how  far  they  may  be  moderated,  and  how 
far  they  ought  to  be  subdued  ;  and  what  are  the  happiest 
means  of  obtaining  these  ends.  By  this  science  also,  we 
may  be  better  mfonned,  how  far  these  passions  or  appetites 
are  lawful,  and  how  far  they  are  crimnial,  by  considering 
how  far  tiiey  ate  subject  to  the  power  of  the  will,  and  how 
far  tiiey  may  be  chang-ed  and  corrected  by  our  watclifid- 
ness,  care  and  diligence. 

It  comes  also  very  properly  under  the  cognizance  of  this 
profession,  to  be  able  in  some  measure,  to  determine  ques- 
tions, which  may  arise  relating  to  real  inspiration  or  pro- 
phecy, to  wild  enthusiasm,  to  fts  of  convulsion,  to  melan- 
choly or  phrenzy,  &c.  and  what  directions  are  proper  to  be 
given,  concerning  any  appearances  of  this  nature. 

XXI.  Next  to  the  knowledge  of  natural  things,  and 
acquaintance  with  the  human  nature  and  constitution,  which 
is  made  up  of  soul  and  body,  I  think  natural  religion  proper- 
ly takes  its  place.  This  consists  of  these  two  parts,  namely, 
1.  The  speculative  or  contemplative  ;  which  is  the  knowl- 
edTC  of  God  in  his  various  perfections,  and  in  his  relations 
to  his  rational  creatures,  so  far,  as  may  be  known  by  the 
light  of  nature.  It  includes  also,  2,  That  which  is  practical 
or  active,  which  is  the  knowledge  of  the  several  duties, 
that  arise  from  our  relation  to  God,  and  our  relation  to  our 
fellow-creatures,  and  our  proper  conduct  and  government 
of  ourselves.  This  has  been  called  ethics  or  moral  phi- 
losophy. 

XXII.  The  knowledge  of  these  things  is  proper  for  all 
men  of  learning;  not  only,  because  it  teaches  them  to  ob- 
tain jiister  views  of  the  several  parts  of  revealed  religion, 
and  of  Ciiristianity,  which  are  built  upon  them,  but  because 
every  branch  of  natural  religion  and  of  moral  duty  is  con- 

Ihan  any  wehave.                                \  man   mind'!       It  was   inspireil   hy 

Grand  sources  of  light  upon  this  \  Him,  who  knows  perfecUy  what  is 

subject!    'i'he  Bible,  consciousness,  i  in  man,  and  relates  very  much  to 

observation,  liistory  and  the  writings  \  the  human  mind. 

of  others.                                              •    |  First  part  of  natural  relicion  .' 

Grand  defect  of  writers  upon  this  ;  Second  part  of  natural  relision'? 

8ui>ject .'     Ncplecl  of  the  Ililile.            {  In  what,  is  every  branch  of  na- 

Why   is  tlie  Bible  the  bfSt  source  !  tiiial  rclicion  and  yioral  duty  cou 

of  information,  respectinji  the  bu-  \  taiiied  and  implied  1 


220  OF  THE  SCIENCES,  AND  THEIR  USE. 

tained,  and  necessarily  implied  in  revealed  religion.  We 
may  well  suspect,  that  religion  does  not  come  from  God, 
which  renounces  any  part  of  natural  duty. 

Whether  mankind  live  under  the  dispensation  of  the 
patriarchs  or  of  Moses  or  the  prophets  or  of  our  Lord  Jesus 
Christ,  still  we  are  bound  toknow  the  one  true  God,  and  to 
practise  all  that  adoration  and  reverence,  all  that  love  to 
him,  that  faith  in  his  perfections,  with  that  obedience  and 
submission  to  his  will,  which  natural  religion  requires. 
We  are  stiil  bound  to  exercise  that  justice,  truth  and  good- 
ness towards  our  neighbors,  tliat  restraint  and  moderation 
of  our  own  appetites  and  passions,  and  that  regular  be- 
havior toward  ourselves  and  all  our  fellow-creatures  around 
us,  which  moral  philosophy  teaches.  There  is  no  sort  of 
revealed  religion,  that  will  dispense  with  these  natural 
obligations  ;  and  a  happy  acquaintance  with  the  several 
appetites,  inclinations  and  passions  of  human  nature,  and 
the  best  methods  to  rule  and  restrain,  to  direct  and  govern 
them,  are  our  constant  business,  and  ought  to  be  our  ever- 
lasting study. 
'  Yet  I  would  lay  down  this  caution,  namely,  that  since 
students  are  instructed  in  the  knowledge  of  the  true  God, 
in  tijeir  lectures  on  Christianity,  and  since  among  the  Chris- 
tian duties,  they  are  also  taught  all  the  moral  dictates  of 
the  light  of  nature,  or  a  complete  scheme  of  etliics,  there 
is  no  absolute  necessity  of  learning  these  two  parts  of 
natural  religion,  as  distmct  sciences,  separate  and  by  them- 
selves ;  but  still,  it  is  of  great  miportance  for  a  tutor,  while 
he  is  reading  to  his  pupils  these  parts  of  the  Ciiristian  reli- 
gion, to  give  tiicm  notice,  how  far  tlie  light  of  nature  or 
mere  reason  will  instruct  us  in  these  doctrines  and  duties, 
and  how  far  we  are  obliged  to  divine  revelation  and  scrip- 
ture, for  clearing  up  and  estal)]isliing  the  firm  foundation 
of  the  one,  for  aflording  us  suix'rior  motives  and  jiowers  to 
practisp  the  otlicr,  for  raising  them  to  more  exalteu  degrees, 
and  buiMinff  so  glorious  a  superstructure  upon  iheni. 

XX  III.  The  study  of  natural  religion,  namely,  the  knowl- 
edge of  God,  and  the  rules  of  virtue  and  piety,  as  far  as 
they  are  discovered  by  the  light  of  nature,  is  needful  indeed 
to  prove;  tlie  truth  of  divine;  revelation  or  scrij)ture,  in  the 
most  effectual  manner.  Hut  alter  the  divine  nuthority  of 
scripture  is  established,  that  will  be  a  very  sufficient  spring, 

V\'liy  in  it  not  .■ilisiiliil('ly  norp«  |  What  hIikIv  Ih  jirevioiisly  necon- 
sfiry  li)  stmly  natur.il  rcli((i<iti,  as  a  j  ?nry,  in  orilcr  ici  pnivn  the  truth  of 


i 


OF  THE  SCIENCES,  AIVD  THEIR  USE.  221 

from  whence  the  bulk  of  mankind  may  derive  their  knowl- 
edge of  divinitv  or  the  Christian  religion,  in  order  to  their 
own  present  faith  and  practice,  and  tiicir  future  and  eternal 
happmess.  [n  this  sense,  theology  is  a  science,  necessary 
for  every  one,  that  hopes  for  the  favor  of  God,  and  the 
felicity  of  another  world  ;  and  it  is  of  infinitely  more  impor- 
tance, than  any  of  the  arts  and  sciences,  which  belong  to 
any  of  tlie  learned  professions  here  on  earth. 

XXIV.  Perhaps  it  will  be  thought  necessary,  1  should 
say  something  concerning  the  study  of  the  civil  law,  or  the 
law  of  nature  and  nations. 

If  we  would  speak  with  great  justness  and  propriety,  the 
civil  law  signifies  the  pccufiar  law  of  each  state,  country  or 
city  ;  but  what  we  now  usually  mean  by  the  civil  law,  is  a 
body  of  laws,  composed  out  of  the  best  of  the  Roman  and 
Grecian  laws,  and  which  was  in  tiie  main,  received  and 
observed  through  all  the  Roman  dominions  for  about  twelve 
hundred  years. 

The  Romans  took  the  first  grounds  of  this  law  from  what 
they  call  fhe  twelve  tables,  which  were  the  abridgments  of 
the  laws  of  Solon  at  Athens,  and  of  other  cities  in  Greece, 
fimous  for  knowledge  and  wisdom ;  to  which,  they  added 
their  own  ancient  customs  of  the  city  of  Rome,  and  the 
laws,  which  were  made  there.  These  written  laws  were 
subject  to  various  interpretations ;  whence  controversies 
daily  arising,  they  were  determined  by  the  judgment  of  the 
learned  ;  and  these  determinations  were  what  they  first 
ciiWed  jus  civile,  civil  law.  All  tliis  by  degrees,  grew  to  a 
vast  number  of  volumes  ;  and  therefore,  tlie  emperor  Jus- 
tinian commanded  his  chancellor  Tribonian  to  reduce  them 
to  a  perfect  body  ;  and  this  is  called  tlie  body  of  the  civil 
law. 

XXV.  But  that,  which  is  of  most  importance  for  all 
learned  men  to  be  acquainted  with,  is  the  law  of  nature,  or 
the  knowledge  of  right  and  wrong  among  mankind,  whether 
it  be  transacted  between  single  persons  or  communities, 
so  far  as  common  reason  and  the  li^rht  of  nature  dictate  and 
direct.  This  is  what  PufFendorf  calls  the  law  of  nature  and 
nations,  as  will  appear  if  you  consult  Sect.  3.  chap.  III.  of 

What  is  the  most  important  of  all  |  the  first  "rounds  of  their  law  1 

sciences'?  |      Meaning  of /iw  «(i(7e? 

To  whom,  is  theolo-ry  important  7  j       What  law   is  it  more  itnportant, 

What  is  the  civil  law,  stricUy  so      that  all  shoulii  know,  than  the  civil 

called  1  I  law  1 

What  is  it  usually  considered  '>  \      What  does   Puffendoif  call  this 

From  what,  did  the  Uonians  take  J  law  1 


222  OF  THE  SCIENCES,  AND  TUEIR  U3E. 

that  most  valuable  folio,  he  has  Avrilten  on  the  subject; 
which  is  well  worthy  the  study  of  every  man  of  learnmg, 
particularly  lawyers  and  divines,  together  with  other  trea- 
tises on  the  same  theme. 

If  any  question  proposed  relate  to  right  and  property, 
and  justice  between  man  and  man,  in  any  polite  and  civilized 
country,  though  it  must  be  adjudged  chiefly  according  to 
the  particular  statutes  and  laws  of  that  country,  yet-  tiie 
knowledge  of  the  law  of  nature  will  very  considerably  assist 
the  lawyer  and  the  civU  judge  in  determination.  And  this 
knowledge  will  be  of  great  use  to  divines,  not  only  in 
deciding  cases  of  conscience  among  men,  and  answering 
any  dilHcult  enquiries,  which  ma^'  be  proposed  to  them  on 
this  subject,  but  it  will  greatly  assist  them  also  in  their 
studies  relating  to  the  law  of  God,  and  the  performance  or 
violation  of  it,  tiie  nature  of  duty  and  sm,  reward  and 
punishment. 

XXVI.  I  have  spoken  something  of  the  languages  be- 
fore ;  but  let  me  here  resume  the  subject,  and  put  in  a  few 
thoughts  about  those  studies,  whicii  are  wont  to  be  called 
philological ;  such  as  history,  languages,  grammar,  rhetoric, 
poesy  and  criticism. 

An  acquaintimce  with  some  of  the  learned  languages  at 
least,  is  necessary  for  all  the  three  learned  professions. 

XXVII.  The  lawyers,  who  have  the  least  need  of  foreign 
tongues,  ought  to  understand  Latin.  During  many  agesj 
very  important  matters  in  the  law  were  always  written  and 
managed  in  that  language  by  the  lawyers,  as  prescriptions 
in  mcdicme  by  the  physicums,  ancf  citations  of  the  scrip- 
tures in  divinity  were  always  made  in  J.atin  by  the  divines. 
Prayers  also  were  ordained  to  be  said  ])ublicly  and  private- 
ly in  the  Roman  tongue.  P  a  tor- n  osiers  niid  Ave-marias 
were  half  tiie  devotion  of  tliose  ages.  These  cruel  im- 
positions upon  the  people,  would  not  suffer  them  to  read  in 
their  own  mother  toMgu(>,  what  was  done,  either  to  or  for 
llieir  own  souls,  their  bodins  or  their  estates.  I  am  ready  to 
suspect,  this  was  all  owing  to  the  craft  and  policy  of  the 
priesthood  and  church  of  Rome,  who  endeavorctf  to  ag- 
grandize theniselves,  and  e,\alt  tlieir  own  profession  into  a 
sovereign  tyranny,  and  to  make  mere  slaves  of  the  laity,  by 

How  will  .1  knowledge  oftliU  law      fy  ?    The  LoripH  prayer. 


asHlst  (llviiie.s 

I.ller^il    incnning   of  paternoster? 
rjiir  nulinr. 

Wliut  l3  tlic  phrano  usnd  to  signi 


Me;uiiiin  of  nvr.-.Mnrial  Ilnll, 
Mary.— Usfd  to  Bicnify  1  An  ad- 
dress to  tha  virgin  Mary. 


OF  THE  SCIENCES,  AND  THEIR  USE.  223 

keeping  them  in  utter  ignorance,  darkness  and  dependence. 
And  tliey  were  willing  to  compound  the  matter  with  the 
physicians  and  the  laywers,  and  allow  them  a  small  share 
in  this  tyranny  over  the  populace,  to  maintain  their  own 
supreme  dominion  over  all. 

But,  we  thank  God,  the  world  has  grown  somewhat  wiser  ; 
and  oi'  late  years,  the  British  Parliament  has  been  pleased 
to  give  relief  from  that  bondage  in  matters  relating  to  the 
law  also,  as  in  the  age  of  the  Reformation,  we  were  de- 
livered from  saying-  our  prayers  in  Latin,  from  being  bound 
to  read  the  word  of  God  in  a  tongue  unknown  to  the  peo- 
ple, and  from  living  in  an  everlasting  subjection  to  the 
clergy  in  matters  of  this  life  and  the  lif^o  come. 

But  to  return.  There  are  still  so  many  forms  of  proceed- 
ings in  judicature,  and  things  called  by  Iiatin  names  in  the 
profession  of  the  law,  and  so  many  barbarous  words  with 
Latin  terminations,  that  it  is  necessary,,  lawyers  should 
understand  this  language.  Some  acquaintance  also  with 
the  old  i'Vench  tongue,  is  needful  for  the  same  persons  and 
profession,  since  tiie  tenures  of  Lyttleton,  which  are  a  sort 
of  Bible  to  tiie  gentlemen  of  tbe  long  robe,  were  Avritten  in 
that  language  ;  and  this  tongue  has  been  interwoven  in 
some  forms  of  the  ihiglish  law,  from  the  days  of  William 
the  Conqueror,  who  came  from  Normandy  in  France. 

XXVIII.  Physicians  should  be  skilled  in  the  Greek,  as 
well  as  in  the  Latin  ;  because  their  great  master  Hippocra- 
tes wrote  in  that  tongue,  and  his  writings  arc  still  of  good 
value  and  use.  A  multitude  of  the  names,  both  of  the  parts 
of  the  body,  of  diseases,  and  of  medicines,  are  derived  from 
the  Greek  language  ;  and  there  are  many  excellent  books 
of  physic  both,  in  the  tlieoretical  and  practical  parts  of  it, 
which  arc  delivered  to  the  world  in  the  Roman  tongue,  and 
of  which  that  profession  should  not  be  ignorant. 

XXIX.  Such,  as  intend  the  study  of  tlieology,  should  be 
well  acquainted  also  with  the  Latin,  because  it  has  been 
for  many  hundred  years  the  language  of  the  schools  of 
learning.  Their  disputations  are  generally  limited  to  that 
language,  and  many  excellent  books  of  divinity  must  be 
entirely  concealed  from  the  students,  unless  they  are  ac- 
quainted with  Latin  authors. 

But  those,  that  design  the  sacred  profession  of  theology, 
should  make  it  their  labor  of  cliief  importance  to  be  con- 
versant with  their  Bibles,  both  in  the  Old  and  New  Testa- 

Witli  wliat  book,  sliniilU  ministers  be  best  acquaiiitedl 

19** 


234  OF  TUE  SCIEA'CKSj  AND  THEIR  LTSE. 

ment ;  and  tliis  requires  some  kno^vled^e  of  those  original 
languages,  Greek  and  Hebrew,  in  wTiicli  the  scriptures 
were  written.  All  that  will  pursue  tliese  studies  with 
honor,  should  be  able  to  read  the  Old  Testament  tolerably 
in  the  Hebrew  tongue  ;  at  least,  they  should  be  so  fur  ac- 
quainted with  it,  as  to  find  out  the  sense  of  a  text,  by  the 
help  of  a  lexicon.  But  scarcely  any  man  should  be  thought 
worthy  of  the  name  of  a  solid  divine  or  a  skilful  teacher  of 
the  gospel  in  these  days  of  light  and  liberty,  unless  he  has 
pretty  good  knowledge  oftlie  Greek;  since  all  the  impor- 
tant points  of  the  Christian  religion  are  derived'  from  the 
New  Testament,  which  was  first  written  in  tliat  language. 

XXX.  As  for  i^  Syriac  and  Arabic  tongues,  if  one 
divine  in  thirty  or  in  three  hundred,  travel  far  into  tliese 
regions,  it  is  enough.  A  few  learned  men  skilled  in  tliese 
languages,  will  make  sufficient  remarks  upon  them  for  the 
service  of  tlie  whole  Cliristian  world;  whicii  remarks  may 
sometimes  happen  to  be  of  use  to  those  divines,  who  are 
unacquainted  witli  them  in  reading  the  Bible.  But  the 
advantage  of  these  tongues  is  not  of  so  great  importance, 
as  it  has  been  too  often  represented.  My  reader  will  agree 
with  me,  when  he  considers,  that  the  chief  uses  of  tlicm  are 
these. 

The  Arabic  is  a  languaife  which  has  some  kindred  and 
affinity  to  the  Hebrew,  ann  perhaps  we  may  now  and  then 
fjuess  at  the  sense  of  some  uncommon  and  doubtful  He- 
brew word,  which  is  found  but  once  or  twice  in  the  Bible, 
by  its  supposed  affinity  to  the  Arabic.  But  wliatsoevcr 
conjectures  may  be  made  by  some  kindred  of  a  Hcbre.v 
word  to  an  Arabic  root,  yet  there  is  no  certainty  to  be 
gathered  from  it :  for  even  words  oftlie  same  language, 
which  arc  undoubtedly  derived  from  the  same  theme  or 
primitive,  will  give  us  but  very  doubtful  and  sorry  infor- 
mation concerning  the  true  sense  of  kindred  words,  whicli 
spring-  from  the  same  root. 

Let  me  give  a  plnin  instance  or  two  of  this  uncertninty. 
The  word  slidf^cs  signifies  shiughter;  slratuin  is  liatui 
for  a  bf'd  ;  slrnmcn  is  straw  ,  and  straij^nliun  is  a  quilt  or 
coverlet.  They  are  nil  drawn  and  derived  from  slcnw, 
which  signifies  to  tlirow  down,  to  kill,  or  to  spread  abroad. 
(ifit  the  critics  sny,  what  certain  sense  they  could  put  upon 
either  of  those  four  words  by  their  mere  cognation  with 

Porriun   IntiiriiaKuH,    inn'it   impnr-  |  (Ircfik,  liettcr  tlnn  I!cl>ri'\v  ? 
mm  fur  iiiiniHtiTSlo  know  1— Why  .'  j       Wli:it     pmportion     nf     ininislrrg 
Why    should    a    tiiiiiistcr    know  )  kIiuuIiI   know   ."yrinc  and   Arabict 


OF  THE  SCIEiVCES,  AND  THEIR  USE.  225 

each  other,  or  their  derivation  from  one  common  verb. 
Again,  who  could  tell  me  tlie  certain  meaning  and  precise 
idea  of  the  word  honest  in  English,  and  assure  me,  that  it 
signifies  a  man  of  integrity,  justice  and  probity,  though  it  is 
evidently  derived  from  honestus  in  Latin  ?  whereas  honestus 
has  a  very  different  idea,  and  signifies  a  man  of  some  figure 
in  the  world,  or  a  man  of  honor.  Let  any  man  judge,  tnen, 
how  little  service  toward  explaining  the  Hebrew  tongue 
can  be  furnished  from  all  the  language  of  Arabia.  Surely 
a  great  part  of  the  long,  learned  fatigues  and  tiresome 
travels  of  men  through  this  country,  is  almost  vain  and 
useless,  to  make  the  Hebrew  Bible  better  understood. 

As  for  the  Syriac  language,  it  is  granted,  there  may  be 
some  small  advantage  drawn  from  the  knowledge  of  it , 
because  there  is  a  very  ancient  translation  of  the  New 
Testament  in  that  tongue  ;  and  perhaps  this  may  sometimes 
give  a  proper  and  apposite  meaning  to  a  difficult  and  doubt- 
ful text,  and  offer  a  fair  hint  for  recovering  the  true  mean- 
ing of  the  scripture  from  the  perverse  glosses  of  other 
writers.  But  there  are  several  commentators  and  lexicogra- 
phers, who  have  been  acquainted  with  the  Syriac  language, 
and  have  given  us  the  chief  of  these  hints  in  their  writings. 

And  after  all,  since  none  of  these  assistances  can  yield 
us  a  sufficient  proof  of  a  true  interpretation,  and  give  us  the 
certain  sense  of  a  text,  who  would  be  persuaded  to  waste 
any  great  number  of  his  better  hours  in  such  dry  studies, 
and  in  labors  of  so  little  profit? 

XXXL  The  Chaldean  language  indeed  is  much  nearer 
to  the  Hebrew ;  and  it  is  proper  for  a  divine  to  have  some 
acquaintance  with  it,  because  there  are  several  verses  or 
chapters  of  Ezra  and  Daniel,  which  are  written  in  that  lan- 
guage ;  and  the  oH  Jewisli  targums  or  commentaries,  which 
are  written  in  the  Chaldean  tongue,  may  sometimes  happen 
to  cast  a  little  light  upon  a  doubtful  scripture  of  the  Old 
Testament. 

But  it  must  still  be  owned,  that  the  knowledge  of  the 
Eastern  tongues  docs  not  deserve  to  be  magnified  to  such 
a  degree,  as  some  of  the  proficients  in  them  have  indulged; 
wherein  they  have  carried  matters  beyond  all  reason  and 
justice,  since  scarcely  any  of  the  most  important  subjects 
of  the  gospel  of  Christ  and  the  way  of  salvation,  can  gain 
any  advantage  from  them. 

XXXn.    The  art  of  grammar  comes  now  to  be  men- 

From  what  Ian!;uaees,  does  W^atts  say  that  the  doctrines  of  the  gospel 
derive  scarcely  any  advantage  ? 


226  OF  THE  SCIENCES,  AND  THEIR  USE. 

tioned.  It  is  a  distinct  thing  from  tlie  mere  knowledge  of 
the  languages ;  for  all  mankind  are  taught  from  their  in- 
fancy to  speak  their  mother  tongue,  by  a  natural  imitation 
of  their  mothers  and  nurses,  and  those  who  are  roundabout 
them,  without  any  knowledge  of  the  art  of  grammar,  and 
the  various  observations  and  rules  that  relate  to  it.  Gram- 
mar, indeed,  is  nothing  else  but  rules  and  observations 
drawn  from  the  common  speech  of  mankind  in  their  several 
languages ;  and  it  teaches  us  to  speak  and  pronounce,  to 
epell  and  write,  witii  propriety  and  exactness,  according  to 
the  custom  of  those  in  every  nation,  who  are  or  were  sup- 
posed to  speak  and  write  tlieir  own  language  best.  Now  it 
IS  a  shame  for  a  man  to  pretend  to  science  and  study  in  any 
of  the  three  learned  professions,  who  is  not  in  some  meas- 
ure acquainted  with  the  propriety  of  those  languages,  witli 
which,  he  ought  to  be  conversant  in  his  daily  studies,  and 
more  especially  in  such,  as  he  may  sometimes  be  called 
upon  to  write,  as  well  as  read. 

XXXIII.  Next  to  grammar,  we  proceed  to  consider 
rhetoric.  Now  rhetoric  in  general  is  the  art  of  persuading, 
which  may  be  distinguisheu-into  these  three  parts,  namely, 
1.  Conveying  the  sense  of  the  speaker  to  the  understand- 
ing of  the  hearers  in  the  clearest  and  most  intelligent  man- 
ner, by  the  plainest  expressions  and  the  most  lively  and 
striking  representations,  so  tliutthc  mind  may  be  thoroughly 
convinced  of  tlie  thing  proposed.  2.  Pi?rsuading  the  will 
effectually  to  choose  or  refuse  the  thilig  suggested  and 
represented.  3.  Raising  tlie  passions  |in  tlie  most  vivid 
and  forcible  manner,  so  as  to  set  all  me  soul  and  every 
power  of  nature  at  work,  to  pursue  or  Lavoid  tlie  tiling  in 
debate.  ^ 

To  attain  this  end,  there  is  not  only  a  grieat  ^al  of  art 
necessary  in  the  representation  of  matters  to  tf^  auditory, 
but  also  in  the  disposition  or  metliod  of  intriiducing  these 
particular  representations,  togi:thor  with  the  reasons,  which 
miglit  convince,  and  tlie  various  mctho/ls,  which  might 
persuade  and  prevail  upon  the  hoarors.  -There  arc  certain 
seasons,  wliereiii  a  violent  torrent  of  oration  in  a  disguised 
and  concealed  method,  may  be  more  effectual,  than  all  the 
nice  forms  of  logic  and  reasoning.  The  figures  of  inter- 
rogation and  exclamation,  have* sometimes  a  large  place 
and  happy  effect  in  this  sort  uf  discourse ;  and  no  figure  of 

llow  (IncB  liR  (\eS\i\i:  firamiiinr  1  \  cotiiplislnMl  hy  rhetoric  ?  Toinstruct, 
Gt^ncral  definition  dC  rhi'torir.  !         j  persuailu  aifJ  inflame. 
Three  |iriiir.i|ial  things,  to  be  ac-  | 


OF  THE  SCIENCES,  AND  THEIR  USE.  227 

speech  should  be  wanting  here,  where  the  speaker  has 
art  enough  happily  to  introduce  it. 

There  are  many  remarks  and  rules  laid  down  by  the 
teachers  of  this  art,  to  improve  a  young  genius  in  those 
glorious  talents  whereby  Tully  and  Demosthenes  acquired 
that  amazing  influence  and  success  in  their  own  respective 
ages  and  nations,  and  that  immortal  fame  through  all  nations 
and  ages.  And  it  is  with  great  advantage,  these  rules  may 
be  perused  and  learned.  But  a  happy  genius,  a  lively 
imagination  and  warm  passions,  together  with  a  due  degree 
of  knowledge  and  skill  in  the  subject  to  be  debated,  and  a 
perpetual  perusal  of  the  writings  of  the  best  orators,  and 
hearing  the  best  speakers,  will  do  more  to  make  an  orator, 
than  all  the  rules  of  art  in  the  world,  wituout  those  natural 
taleaits  and  this  careful  imitation  of  the  most  approved  and 
happiest  orators. 

XXXIV.  Now  you  will  presently  suppose,  that  pleaders 
at  the  bar  have  great  need  of  this  art  of  rhetoric  ;  but  it  has 
been  a  just  doubt,  whether  pleading  in  our  British  courts 
onuslicc,  before  a  skilful  judge,  should  a(hnit  of  any  other 
alu  from  rlietoric,  than  that  which  teaches  to  open  a  cause 
clearly,  and  spread  it  in  the  most  perspicuous,  complete 
and  impartial  manner,  before  the  eyes  of  him  that  judges ; 
for  impartial  justice  being  the  thing  which  is  sought,  there 
should  be  no  artifices  used,  no  eloquence  or  powers  of  lan- 
guage employed,  to  persuade  the  will,  or  work  upon  the  pas- 
sions, lest  the  decisive  sentence  of  the  judge  should  be 
biassed  or  warped  into  injustice.  For  this  reason,  Mr. 
Locke  would  banish  all  pleaders  in  the  law  for  fees,  out  of 
his  government  of  Carolina,  in  his  posthumous  works ; 
though  perhaps  that  great  man  might  possibly  be  too  severe, 
in  so  universal  a  censure  of  the  profession. 

XXXV.  But  the  case  is  very  different  with  regard  to 
divines.  The  eloquence  of  the  pulpit,  beyond  all  contro- 
versy, has  a  much  larger  extent.  Their  business  is  not  to 
plead  a  cause  of  right  and  wrong  before  a  wise  and  skilful 

^ 

Wh.1t  onitoirs  have  acquired  im-  !      Why  ia  eloquence  very  desirable 

morlal  fame  though  all  nations  and  j  in  a  minister? 

ages  1  I       Wliy  sl)ould  a  lawyer  have  some 

Advantujre  of  rules  in   rbetonc  1  |  eloquence?    To  keep  the  atteatioa 

To  avoid  what  is  bad,  to  select  vvhat  |  fixed  upon  the  subject. 

is  good,  and  to  express  and  arrange  |      Why  is  it  not  desirable,   that  a 

it  in  the  best  manner.  "  |  lawyer  sliould   he   very    eloquent  1 

What  will  do  more  to  make  an  1  Judge  and  jury  are  not  so  likely  to 

orator,  than  a!',  the  rules  of  art?  j  see  the  truth  by  the  i;lare  of  great 

To  which,  is  oloqueiKC  most  need-  \  eloquence,   as   liy   mure    calm  au<i 

ful,  a  minister  or  a  lawyer  !  \  steady  light. 


35i8  OF  THE  SCIENCES,  AND  THEIR  USE. 

judge,  but  to  address  all  the  ranks  of  mankind,  the  high 
and  low,  the  wise  and  the  unwise,  the  sober  and  the  vicious, 
and  persuade  them  all  to  persevere  in  virtue  with  regard  to 
themselves,  in  justice  and  goodness  with  regard  to  their 
neighbors,  and  piety  towards  God.  These  are  affairs  of 
everlasting  importance  ;  and  most  of  the  persons,  to  whom 
these  addresses  are  made,  are  not  wise  and  skilful  judges  ; 
but  are  influenced  and  drawn  strongly  to  the  contrary  side, 
by  their  own  sinful  appetites  and  passions,  and  bribed  or 
biassed  by  the  corrupt  customs  of  the  world. 

There  is,  tlierefore,  a  necessity  not  only  of  a  clear  and 
faithful  representation  of  things  to  men,  m  order  to  con- 
vince their  judgment,  but  of  all  the  skill  and  force  of  per- 
suasion, addressed  to  the  will  and  the  passions.  So  Tully 
addressed  the  wliole  senate  of  Rome  ;  and  Demosthenes, 
the  Athenian  people,  among  whom,  were  capacities  and 
inclinations  of  inhnito  variety  ;  and  therefore,  these  orators 
made  use  of  all  the  lightning  and  tliunder,  all  tlie  entreaties 
and  terrors,  all  tiie  soothing  elegances  and  the  flowery 
beauties  of  language,  which  tiieirart  could  furnish.  Divines 
in  the  pulpit  have  much  tlie  same  sort  of  hearers ;  and 
therefore,  they  should  imitate  those  ancient  examples. 
The  understanding  indeed  ought  to  be  flrst  convinced, 
by  the  plainest  and  strongest  force  of  reasoning.  But  when 
this  is  done,  all  the  powerful  motives  fhould  be  used,  which 
have  any  just  influence  upon  human  nature  ;  all  the  springs 
of  passion  should  be  toucliod,  to  awaken  the  stupid  and  the 
thoughtless  into  consideration,  to  penetrate  and  melt  the 
hardest  heart,  to  persuade  the  unwilling,  to  excite  the  lazy, 
to  reclaim  the  oostinate,  and  reform  the  vicious  part  of 
mankind,  as  well  as  to  encourage  those,  who  are  humble 
and  pious,  and  to  support  their  practice  and  their  hope. 
The  tribes  of  men  are  sunk  into  so  latal  a  degeneracy,  and 
dreadful  distance  from  Cod,  and  from  all  that  is  holy  and 
hapjiy,  that  all  the  elofpuMKM'  which  a  prcaclior  is  master  of, 
should  be  employed,  in  order  to  recover  the  world  from  its 
shameful  ruin  and  wretchedness,  by  the  gospel  of  our  bles- 
sed Savior,  and  restore  it  to  virtue  and  pi^-ty,  to  God  and 
happiness,  by  the  divine  power  of  this  gospel.  O  may  such 
glorious  masters  of  sacred  oratory  never  be  wanting  in  the 
pulpits  of  Great  Britain!. 

When  slioiild  lllirli^^ern  cx^rtllicir  I  When  fliould  lliny  lie  more  cool 

Utmost    cl(j(iiieiire  ?       W'lii-ii    Uiey  j  anil  (Idil>vr;ilR .'    Wlicn  they  wuuld 

would  pcrKiiiidt!  (iilicrfl  to  .iclnccord-  j  iiiNtnict  and  convince, 

lug  to  ackiiDtvii-dgcd  triilli.  j 


OF  THE  SCIENCES,  AND  THEIR  USE.  229 

XXXVI.  Shall  I  now  speak  something  of  my  sentiments 
concerning  poesy  ? 

As  for  books  of  poesy,  whether  in  the  learned  or  in  the 
modern  languages,  they  are  of  great  use  to  be  read  at  hours 
of  leisure,  by  all  persons,  that  make  any  pretence  to  good 
education  or  learning  ;  and  that  for  several  reasons, 

1.  There  are  many  couplets  or  stanzas  written  in  poetic 
measures,  which  contain  a  variety  of  morals  or  rules  of 
practice,  relating  to  the  common  prudentials  of  mankind,  as 
well  as  to  matters  of  religion  ;  and  the  poetic  numbers,  or 
rhyme,  if  there  be  any,  add  very  considerable  force  to  the 
memory. 

Besides,  many  elegant  and  admirable  sentiments  or 
descriptions  of  things,  which  are  found  among  the  poets, 
are  well  worth  committing  to  memory  ;  and  the  particular 
measures  of  verse  greatly  assist  us  in  recollecting  such 
excellent  passages,  which  might  sometimes  raise  our  con- 
versation from  low  and  groveling  subjects. 

2.  In  heroic  verse,  but  especially  in  the  grander  lyrics, 
there  are  sometimes  such  noble  elevations  of  thought  and 
passion,  as  illuminate  all  things  around  us,  and  convey  to 
the  soul  most  exalted  and  magnificent  images  and  sublime 
sentiments.  These  furnish  us  with  glorious  springs  and 
mediums,  to  raise  and  aggrandize  our  conceptions,  to  warm 
our' souls,  to  aAvaken  the  better  passions,  and  to  elevate 
them  even  to  a  divine  pitch,  and  that  for  devotional  pur- 
poses. It  is  the  lyric  ode,  which  has  shown  to  the  Avorld 
some  of  the  happiest  examples  of  this  kind  ;  and  I  cannot 
say  but  this  part  of  poesy  has  been  my  favorite  amusement 
above  'all  otiicrs. 

And  for  tliis  reason  it  is,  that  I  have  never  thought  the 
heroic  poems,  Greek,  Latin  or  English,  which  have  obtained 
the  highest  fame  in  the  M'orld,  are  sufficiently  diversified, 
exalted  or  animated,  for  want  of  the  inters  persion  of  now 
and  then  an  elegiac  or  a  lyric  ode.  This  might  have  been 
done  with  great  and  beautiful  proprietj'^,  where  the  poet  has 
introduced  a  song  at  a  feast,  or  the  joys  of  a  victory,  or  the 
soliloquies  of  a  divine  satisfaction,  or  the  pensive  and 
despairing  agonies  of  distressing  sorrow.  VVhy  should 
that,  which  is  called  the  most  glorious  form  of  poesy,  be 

Who  should  read  poetry  1  i       Meaning  of  Acro/c /loem?     A  poem 

First  reason  for  readins  poetr}- 1 —  |  that  celebrates  the  achievements  of 

second  1— third  i—(ni;itir!  |  heroes'! 

What  objection  does  Watts  make  !       Meaning  of  ac/i!>rfmen£? 

to  the  most  famous  hei\)ic  poems  '?  I 


SKJO  of  the  sciences,  and  TUEIR  USE. 

bound  down  and  confined  to  such  a  lono;  and  endless 
uniformity  of  measures,  when  it  should  kindle  or  melt  the 
soul,  swell  or  sink  it  into  all  the  various  and  transporting 
changes,  of  which  human  nature  is  capable  ? 

Cowley,  in  his  unfinished  fragment  of  tiie  Uavideis,  has 
shown  us  this  way  to  improvement ;  and  whatever  blem- 
ishes may  be  found  in  other  parts  of  that  heroic  essay,  this 
beauty  and  glory  of  it  ought  to  be  preserved  for  imitation. 
I  am  well  assured,  that  if  Homer  and  Virgil  had  happened 
to  practise  it,  it  would  have  been  renowned  and  glorified  by 
every  critic.  I  greatly  mistake,  if  this  wise  mixture  of 
numbers  would  not  be  a  further  reach  of  perfection,  than 
they  have  ever  attained.  Let  it  be  rcmem\)cred,  that  it  is 
not  nature  and  strict  reason,  but  a  weak  and  awful  rever- 
ence for  antiquity  and  of  the  vogue  of  fallible  men,  that  has 
establislied  tiiose  Greek  and  Roman  writings  as  absolute 
and  complete  patterns.  In  several  ages,  there  have  been 
some  men  of  learning,  who  have  very  justly  disputed  tliis 
glory,  and  have  pointed  to  many  of  their  mistakes. 

3.  But  still  there  is  another  end  of  reading  poesy,  and 
perhaps  the  most  considerable  advantage  to  be  obtained 
from  it  by  the  bulk  of  mankind  ;  and  that  is,  to  furnish  our 
tongues  v.'ith  the  richest  and  the  most  polite  variety  of 

fhrases  and  words  upon  all  occasions  of  life  and  religion, 
le,  that  writes  well  in  verse,  will  of>en  find  a  necessity  to 
send  his  thoughts  in  search  through  all  the  treasure  of 
words,  that  express  any  one  idea  in  the  same  language, 
that  so  ho  may  comport  with  the  measures  or  the  rhyme 
of  the  verse  which  he  writes,  or  with  his  own  most  beauti- 
ful and  vivid  sentiments  of  the  thing  he  describes.  Now 
by  much  reading  of  tliis  kind,  we  sliall  insensibly  acquire 
the  habit  and  skill  of  diversifying  our  phrases  upon  all  oc- 
casion«,  iind  of  expressing  f)ur  ideas  in  the  most  proper  and 
beautiful  language,  whether  we  write  or  speak  of  the  things 
of  (lod  or  men. 

It  is  a  nily,  that  some  of  these  Jiarmonious  writers  have 
ever  indulged  in  any  tiling  impure,  to  defile  their  paper,  and 
abuse  the  ears  of  their  readers,  or  to  ofVend  ai.'ainst  the 
rules  of  th(Miicest  virtue  anil  p()Iitene>ss.  15ut  still,  among 
the  writings  of  Mr.  Dryden  aiul  Mr.  I'ope  and  Dr.  Young, 
as  well  as  fitli'Ms,  tiii;re  is  a  sulliciiint  choice  in  our  own 
lannriiage,  wherein  we  shall  not  find  any  indecency  to  shock 
ilie  most  modest  tongue  or  car. 

Wnat  does  Watts  lament,  as  a  fault  'irsoiiio  of  our  hariiiunioiia  writersl 


OF  THE  SCIENCES,  AND  THEIR  USE.  231 

Perhaps  there  has«hardly  been  a  writer  in  any  nation, 
and  1  may  dare  to  affirm,  tliere  is  none  in  ours,  who  has  a 
richer  and  happier  talent  of  painting  to  the  life,  or  has  ever 
discovered  such  a  lar^e  and  inoxJiausted  variety  of  descrip- 
tion, as  the  celebrated  Mr.  Pope.  If  you  read  his  transla- 
tion of  liomer's  Iliad,  you  will  find  almost  all  the  terms  or 
phrases  in  our  tongue,  that  are  needful  to  express  any  thing 
that  is  grand  or  magnificent.  But  if  you  peruse  his  Odyssey, 
which  descends  much  more  into  common  life,  there  is 
scarcely  any  usual  subject  of  discourse  or  thought,  orany 
ordinary  occurrence,  which  he  has  not  cultivated  and  dressed 
in  the  most  proper  language  ;  and  yet  still  he  has  ennobled 
and  enlivened  even  the  lower  subjects,  with  the  brightest 
and  most  agreeable  ornaments. 

I  should  add  here  also,  that  if  the  same  author  had  more 
frequently  employed  his  pen  on  divine  themes,  his  short 
poem  on  the  Messiah,  and  some  parts  of  his  letters  between 
Abelard  and  Eloisa,  with  that  ode  of  the  dying  Christian, 
&c.  sufficiently  assuj^  us,  that  his  pen  would  have  honor- 
ably imitated  some  ot  the  tender  scenes  of  penitential  sor- 
row, as  well  as  the  sublimer  odes  of  the  Hebrew  psalmist ; 
and  perhaps  discovered  to  us,  in  a  better  manner,  than  anj 
other  translation  has  done,  how  great  a  poet  sat  upon  the 
throne  of  Israel. 

4.  After  all  that  I  have  said,  there  is  yet  a  further  use  of 
reading  poesy,  and  that  is,  when  the  mind  has  been  fatigued 
with  studies  "of  a  more  laborious  kind,  or  when  it  is  in  any 
way  unfit  for  the  pursuit  of  more  difficult  subjects,  it  may 
be  as  it  were  unbent,  and  repose  itself  a  while  on  the 
flowery  meadows,  where  the  muses  dwell.  It  is  a  very 
sensible  relief  to  the  soul,  when  it  is  over-tired,  to  amuse 
itself  with  the  numbers  and  Ihe  beautiful  sentiments  of  the 
poets  ;  and  in  a  little  time,  this  agreeable  anmsemcnt  may 
recover  the  languid  spirits  to  activity,  and  more  important 
service. 

XXXVII.  All  this  I  propose  to  the  world,  as  my  best 
observations  about  reading  of  verse.  But  if  the  question 
were  offered  to  me,  "  Shall  a  student  of  a  bright  genius 
never  divert  himself  with  writing  poesy  ?"  I  would  answer, 
"  Yes,  when  he  cannot  possibly  help  it."    A  lower  geniua 

Wliat  En!:lisli  poet  does  Watts  i  student's  writing  poetry,  even  when 
consider  as  havins;  tlie  happiest  tal-  j  he  can  help  it  ?  It  may  conduce  to 
ent  for  paintiufr  and  description  1        j  fire  his  penius,  to  wing  his  iniai;ina- 

VVhen  would  Watts  have  a  stii-  >  lion,  to  improve  his  taste,  and  give 
dent  writB  poetry  1  |  him  a  hetier  command  of  language 

What  may  he  the  advantage  of  a  |       firand  advantageof  improving  his 


232  OF  THE  SCIENCES,  AND  THEIR  USE. 

in  mature  years,  would  heartily  wish,4;hat  he  had  spent  much 
more  time  in  reading  the  best  authors  of  this  kind,  and 
employed  much  fewer  hours  in  writing.  But  it  must  be 
confessed,  or  supposed  at  least,  that  there  may  be  seasons, 
when  it  is  hardly  possible  for  a  poetic  soul  to  restrain  the 
fancy,  or  quench  the  flame,  when  it  is  hard  to  suppress  the 
exuberant  flow  of  lofty  sentiments,  and  prevent  the  imagi- 
nation from  this  sort  of  style  or  language.  That  is  tlic  only 
season,  I  think,  wherein  this  inclination  should  bo  in- 
dulged ;  especially  by  persons,  who  have  devoted  them- 
selves to  professions  of  a  diflTcrent  kind  ;  and  one  reason  is, 
because  what  they  write  in  that  hour,  is  more  likely  to  carry 
in  it  some  appearances  above  nature,  some  happy  imitation 
of  the  dictates  of  the  muse.* 

XXXVIII.  There  are  other  things  besides  history,  gram- 
mar and  languages,  rhetoric  and  poesy,  which  have  been 
included  under  the  name  of  philological  knowledge  ;  such 
as,  an  acquaintance  with  the  notions,  customs,  manners, 
tempers,  polity,  &lc,  of  the  various  nations  of  the  earth,  or 
the  distinct  sects  and  tribes  of  maimind.  This  is  neces- 
sary, in  order  to  understand  history  the  better  ;  and  every 
man  who  is  a  lawyer  or  a  gentlemen,  ought  to  obtain  some 
acquaintance  with  these  tilings,  without  which,  he  can 
never  read  history  to  any  great  advantage  ;  nor  can  he 
maintain  his  own  station  and  character  in  life  with  honor 
and  dignity,  without  some  insight  into  them. 

XXXIa.  Students  in  divinity  ought  to  seek  a  larger 
acquaintance  with  tiie  Jewisli  laws,  polity,  customs,  &.c.  in 
order  to  understand  many  passages  of  the  Old  Testament 
and  the  New,  and  to  vindicate  the  sacred  writers  from  the 
reproaches  of  infidels.     An  acquaintance  also  with  many 

a 

poetic  taste  ?    It  will  rnnblp  liiiii  to  i       Ilfathen  sense  of  the  noun  miusfl 
roatl  Willi  more  pleasure  and  profit,  i  — pliilosopic  sense'! 
tlie    best   poems   in  Our    lanpiiage,  i       Meaning  of  podti/? 
esperially   tlio    poetic  parts  oC  llio  j       Literal  ineanins  of  critic?  Ajiidge. 
Uilile.  I      What   is  criticism  ?     Tlic  art  oi 

What  passaRes  of  poetry  are  most  j  jii(1<;in);. 


worthy  of  beinp  committed  to  me- 
mory ?  Thnse  that  are  best  suited 
to  direct  the  conduct,  and  fit  the 
«onl  for  heaven. 

What  poem  in  our  lancnace,  has 
probably  more  Hiich  passnL'es  than 
any  olher  ?  Young's  Niphl  'I'lionqhlH. 


'J'o  what.  Is  the  word  more  gen- 
erally applied  .■"  To. induing  literary 
prodiirtioiis,  and  to  the  line  arts. 

What  are  tlii^  fine  arts!  I'hose 
arts,  which  relate  in  a  great  meas- 
ure. In  nrnainent  and  elocpience 

What  are  the  other  arts  culled  t 


•  The  muse  in  the  ancient  heathen  sense  is  supposed  to  be  a  goddess 
but  in  the  philos<iphic  senoe  it  can  mean  no  more  than  a  briclit  genius  with 
a  warm  and  Htruii);  imagination,  i-lcvuted  to  an  unc(numon  degree. 


OF  THE  SCIENCES,  AND  THEIR  USE.  233 

of  the  Roman  and  Grecian  affairs  is  needful,  to  explain 
several  texts  of  scripture  in  tlie  JN'ew  Testament,  to  lead 
sincere  inquirers  into  the  true  and  genuine  sense  of  the 
evangelists  and  apostles,  and  to  guard  their  writings  from 
the  unreasonable  cavils  of  men. 

XL.  The  art  of  criticism  is  reckoned  by  some  as  a  dis- 
tinct part  of  philology  ;  but  it  is  in  truth  notliing  else,  but  a 
more  exact  and  accurate  knowledge  or  skill  in  the  other 
parts  of  it,  and  a  readiness  to  apply  that  knowledge  upon 
all  occasions,  in  order  to  judge  well  of  what  relates  to  tiiese 
subjects,  to  explain  what  is  obscure  in  the  authors  which 
we  read,  to  supply  what  is  defective,  and  amend  what  is 
erroneous  in  manuscripts  or  ancient  copies,  to  correct  the 
mistakes  of  authors  and  editors  in  the  sense  or  the  words, 
to  reconcile  the  controversies  of  the  learned,  and  by  this 
means,  to  spread  a  juster  knowledge  of  these  things  among 
the  inquisitive  part  of  mankind. 

Every  man,  wiio  pretends  to  a  learned  profession,  if  he 
does  not  rise  to  be  a  critic  himself  m  philological  matters, 
should  be  frequently  conversing  with  those  books,  whether 
dictionaries,  paraphrases,  commentaries  or  other  critical 
works,  Avhich  may  relieve  any  difficulties  lie  meets  with, 
and  oive  him  a  more  exact  acquaintance  wilh  those  studies, 
whicTi  he  pursues. 

And  whenever  any  person  has  arrived  at  such  a  degree 
of  knov/ledge  m  these  things,  as  to  furnish  him  well  for  the 
practice  of  criticism,  let  him  take  great  care,  that  pride  and 
vanity,  contempt  of  others,  with  inward  wrath  and  insolence, 
do  not  mingle  with  his  remarks  and  censures.  Let  him 
remember  tlie  common  frailties  of  human  nature,  and  the 
mistakes,  to  which  the  wisest  man  is  sometimes  liable,  that 
lie  may  practise  this  art  with  due  modesty  and  candor. 

The  useful  arts,  mechanical  arts  or  |  point  out  anil  explnin  the  excellences 
trades.  |  and  imperfections  of  what  he  ex- 

Which  are  most  important?  |  amines. 

U'hat  cRuticii  diies  Watts  give  to  .  Info  what  capital  faults  are  critics 
criticsl  i  in  danger  of  falling?  Flattery  or  se- 

Proper  business  of  a  critic?    To  |  verity. 

Miscellaneous  Questions,  No.  VL 

What  effect  upon  the  jndement,  5      Greatest  iniprnvement  in  schools, 

have  hurry,  pertubation  and  confu-  |  since  the  days  of  Walls  1 

sion  ?  I       To  what,  should  scofiers  at  the 

What  if  the  memory  he  too  much  i  Bible,  lay  aside  all  pretence  1 

crowded  1  '  i      Grand    advantage  of   conversing 

For  whtst  points,  sliuuUl  we  not  i  willi  equals'! 

indulge  reliiriiius  zeal  ?  |       y^ea.ii\ug  o{ vuntal  jihiiosophyl 

'20 


234 


MISCELLANEOUS    qUESTIOHS. 


Grand  advantage  of  improving 
poetic  taste  ! 

Into  u  lial,  does  briglit  genius  cflen 
betray  up  possessor  1 

Wliy  is  the  greater  part  of  Prov- 
erbs liard  to  be  remembered  1 

In  propcirlkin  to  wliat,  should  al- 
ways be  oiir  assent.'' 

Bldst  distinguished  writers  upon 
mental  pliilosuiiliy  1 

Advantages  of  a  studenl'8  some- 
times writing  poetry  1 

V\'ith  what,  are  the  memories  of 
most  persons  filled  1 

Why  may  there  be  a  great  many 
degrees  of  assent? 

Advantage  of  conversing  with  in- 
feriors '!  ' 

What  passages  of  poetry  are  most 
worthy  of  being  committed  to  me- 
mory '! 

What  word  is  often  used  to  signify 
the  faculties  of  retention,  recollec- 
tion and  storing  up  ideas  in  the 
mind  " 

What  word  signifies  the  art  of 
persuasion  r 

Mow  sliould  we  proceed  in  study- 
iiig  a  science,  when  we  have  learnt 
H  short  ronipt'iidium  J 

Meaninc  ol  mevuniiel 

How  may  we  avoid  forgetting  and 
losing  llie  greater  part  of  our  must 
valuable  mental  acquisitions'! 

What  direction  concerning  assent 
can  hardly  be  loo  often-  repealed  1 

in  what  studies,  are  diagrams  and 
other  visible  representations  pecu- 
liarly useful  ? 

'i'o  what  extent,  have  Pemostlic- 
nes  and  Cicero  acipiiicd  immorlal 
l.-iirie? 

What  word  signifies  cominilling 
to  memory  1 

V\'hal  fiodily  orcan  ReeniK  always 
to  lie  affected,  «  hen  ideas  are  ac- 
quired ? 

Into  what,  should  \vc  not  plunge, 
ininiediaii'ly  after  attending  upon 
instruct  jiiu  '! 

Kor  what  purpose,  has  God  given 
reason  to  every  man  1 

()(  what  (Iocs  '/oology  treat  1 

To  which,  iscloipience  most  need- 
ful, n  miiiiiier  or  a  law)  cr  1 

Why  did  Walts  supfiosc  the  ex- 
istence of  aniuial  hpiril:  1 


Why  should  not  children  be  tauglii 
wholly  by  way  of  sport  and  play  1 

Why  should  we  not  prouiise  never 
to  change  our  opinion  '! 

Of  what,  does  ornithology  treat  1 

Why  is  eloquence  very  desirable 
in  a  preacher'? 

(jrand  direction  for  improving 
every  faculty  1 

Present  state  of  infant  schools, 
1832? 

What  are  some  of  the  things  to  be 
considered  in  ascertaining  the  causes 
of  effects  ? 

Meaning  of  entomology  ? 

Why  is  some  eloquence  desirable 
in  a  lawyer  1 

Proper  business  of  a  critic? 

J^rom  what  faculty  of  the  mind, 
does  Walts  say,  that  all  the  others 
draw  all  their  beauty  and  perfection  ? 

What  if  we  scarcely  ever  use  our 
memories  ? 

If  we  would  remember  new  words 
or  things,  witli  wliat,  should  we 
associate  them  ? 

What  are  to  be  considered,  when 
we  would  ascertain  «  hal  aie  the 
causes  of  certain  cflects  "! 

Meaning  of  ichlhyvlvinj  7 

Why  is  it  not  desirable  that  n 
lawyer  should  be  very  eloquent? 

Of  wliat,  is  memory  the  store- 
house'! 

Why  should  not  some  things  be 
nienuiri/.ed,  merely  toKtrengtIien  the 
niemorv  ■! 

Which  should  !ie  learnt  first, 
things,  or  their  names'! 

How  may  we  ollen  recover  nn 
absent  idea  ? 

What  parts  sliould  we  omit,  «  brn 
we  begin  to  Irani  a  scieine'! 

Meaning  u\' liuloiui  ? 

Mention  some  reasons  for  attend- 
ing to  poclry  ? 

V\'hal  is  the  rpiifrquenre  of  a 
preacher's  reading  his  sermons  bad- 
ly 1 

Why  should  liilngs  and  their 
mimes  be  learnt  nearly  at  the  same 
timel 

ilcw  do  most  people  conic  by  their 
opinions'! 

Of  u  hat,  must  we  lake  a  survey, 
in  order  to  judge  of  any  jKirt  of  ■ 
science  ? 


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PRONUNCIATION,   INFLECTION,  ETC.  ; 

Recomniendations  o/l/ie  above  Series. 
George  B.  Emerson,  Esq.,  an  einineiU  teacher  of  Boston,  who,  with  Dr.  ' 
Poller,  prepared  "  The  School  and  Schoolmaster,"  remarka,  iu  a  letter  \o  [ 
[  the  puljli»hers: 

"  Ever  since  I  became  acquainted  with  Mr.  Worcester's  hooks,  they 
have  seemed  to  me  belter  adapted,  than  any  other  stries  that  has  come  to 
my  knowledce,  to  the  capacities  and  wants  both  of  learners  and  teachers 
of  Elementary  Schools.     They  are  not,  like  most  others  intended  for  this 
purjjose,  a  mere  compilation;  to  a  great  extent,  they  are  original. 
"  The  remarks  to  teachers,  the  notices  of  errors  to  be  avoided,  and  the 
'  questions  to  aid  the  underslandinj  of  the  learner,  are  all  of  ijreat  value;  but 
,  what  is  of  far  greater,  is  the  elevated  moral  tone  which  pervades  these  les- 
sons, filling  them  not  only  to  exercise  the  mind  and  comniunicale  the  art 
of  reading,  hut  to  do  much  for  that  heller  and  usually  neglected  part  of 
'  education,  the  formation  of  the  moral  character,  and  the  education  of  the 
'  moral  ad'ections." 

',      And,  in  regard  to  the  Introduction  to  the  Third  Book,  just  published. 

,  Mr.  Emerson  adds,  "  I  welcome  this  as  an  addition  to  an  invaluable  series." 

[From  William  Russell,  Teacher  of  Elocution.]   • 

In  a  letter  received  by  the  publishers,  Mr.  Russell  remarks  —  "I  con- 

'  siller  them  the  best  adapted  of  any  to  youthful  readers.     They  are  more 

simple  in  mailer  and  style,  and   more  interesting  to  children,  than  any 

other  that  1  have  tried,  and  finely  suited,  in  particular,  to  maleriial  iuslruc 

tion  at  home. 

"Tliey  are,  further,  excellently  adapted  to  the  improvement  of  young 
readers  in  articulation  and  pronunciation,  as  many  prevailing  errors  are 
carefully  indicated  in  them.  The  senlimenls  embodied  in  these  books  are 
suciiurt  [)aients  would  wish  to  have  inculcated  during  the  early  part  ol  life." 
(From  Ebenezcr  Bailey,  Author  of  llie  "  Youii.T  Lmliei'  Clasi  Book,"  and  "Firtl  Les- 
ions in  Al^elira.*'j 
"  I  have  used  Worcester's  series  of  Heading  Books  in  my  school  ever 
since  they  were  published,  and  regard  Ihem  as  among  the  most  valuable 
works  of  the  kind  with  which  I  am  acquainted." 

(Procn  Paliner'i  Prize  Ei>,iy  on  Education.) 

"Worcester's  Primer  is  an  admirable  little  book  for  beginners.    Tha 
author  of  the  Primer  has  furnished  an  excellent  series  of  books." 

A  writer  in  the  Massachusella  Conmion  School  Journal   remarks,  for 
teaching  reailing,  "  Worcester's  Books  seem  to  possess  as  high  claims  as 
any  oihcrs."     "And  anKuig  the  highest  recommendations  of  the  series, 
are  the  u.'ieful  hints  and  notes  that  accompany  each  lesson." 
[From  Joihua  Da(<^i,  Jr.,  Eii|.,  Principal  o(  the  Brimmer  Grammar  School,  Boiton,] 
In  a  letter  dated  April  9,  18-17,  Mr.  B.  says  : 

"  I   have   examined   with   much  care  '  Worcester's  Scries  of  Heading 
I  Cooks,'  which  you  had  the  j>olilene.''3  to  send  mo. 
'      "  I  think  llicm  most  admirably  ndapled  to  our  Common  Schools. 
'      "The  pieces  selected  are  jtitficious  and  appropriate,  and  such  us  will 
'  secure  the  attention  and  interest  uf  the  scholar. 
'      "'I'lie  plan  of  the  Rrrirs  I  like  much,  and  think  it  embodies  all  that  is 

neccHsary  to  make  Rood  render.s. 
I      "  The  lust  three  bmks  I  think  the  liost  I  have  ever  seen.     They  contain 
I  n  complete,  sysieinatic  analysis  of  the  pr/nciplcs  of  Elocution,  and  I  think 
(  will,  upon  examination,  he  extensively  and  de.-iervcdly  used  in  our  Common 
►  Schools." 


SCHOOL  BOOKS,  PUBLISHED  BY  JENKS,  PALMER  &  CO. 


W  ORCESTER'S    COMPREHENSIVE    DICTIOX-   • 
ARY.  ; 

A  Comprehensive  Pronouncing  and  Explanatory  Dictionary  of  the  Eng-  ■ 
lish  I^inirimse,  with  pronouncing  Vocabularies  of  Classical,  Scripture,  and  ' 
Modern  Geographical  Names.  By  J.  E.  Worcester.  Carefully  revised  ] 
and  enlarged.  •  ] 

This  nictinnary,  in  regard  to  those  words  for  the  orlTiography,  pronun-  | 
cialion,  or  defijiilion  of  which  an  intelligent  reader  has  the  most  occasion  , 
to  consnil  a  dictionary,  is  the  most  complete  work  of  the  kind  e.xtant.  It  . 
contains  a  very  full  vocabulary  of  coniinon  English  words,  many  technical  • 
terms,  and  a  copious  listof  such  icords  and  pitrases /rom /oreigtters  Ian-  • 
guages  as  are  often  found  in  English  books,  very  full  vocabularies  ofClas-  • 
aical  and  Scriphirt  Proper  Natties,  and  a  vocabulary  of  words  of  ' 
doubtful  or  various  orthography,  which,  together  with  the  rules  and  re-  ' 
marks,  ernbriice  all  the  dUficull  and  doubtful  cases  that  often  occur  in  | 
English  orthoi:raphy,and  an  Appendix  containing  additional  words,  and  a  , 
pronouncing  Vocabulary.    The  whole  work  containing  over  67,000  words.  , 

"This  Dictionary  exhibits,  in  its  different  parts,  ample  evidence  of  in-  ■ 
quiry,  careful  comparison,  and  sound  judgment.  It  contains,  in  a  very  ' 
conden.sed,  yet  intelligible  form,  a  greater  quantity  of  valuable  matter  than  ' 
any  other  similar  work ;  and  as  a  Pronouncing  Dictionary,  it  possesses  de-  ' 
cided  ailvantages  over  all  others,  by  its  superior  system  of  notation,  and  by  | 
its  exhiliilion  of  all  the  principal  authorities  respecting  words  of  doubtful  ', 
and  various  ijronunciation.  We  do  not  hesitate  to  pronounce  it,  in  our  , 
judgment,  t/ie  most  coviprehensive,  accurate,  and  useful  compendium  , 
tcilkin  OUT  knowledge.  i 

JUSKf'H  STORY  LL.  D.,  Professor  Law,  Cambridge,  Mass.  SIDNEY  ■ 
WII.LARn,  A  J\T.,  Professor  Hebrew,  Latin,  &c.,  Cambridge,  Mass.  E.  ' 
T.  CHANNING,  A.  M.,  Professor  Rhetoric  and  Oratory,  Cambridge,  Mass.  ' 
JOHN  PICKERING,  LL.  D.,  Boston.  VVM.  ALLEN,  D.  D.,  President  Bow-  ' 
doin  Collese,  I\Ie.  J.  K.  KINGSLEY,  LL.  D.,  Professor  Latin,  Yale  College,  ' 
Conn.     ALONZO  POTTER,  Professor  Rhetoric,  Union  College,  N.  York.  , 

C.  ANTHON.  LL.  D.,  Professor  Greek  and  Latin,  Columbia  College,  New  , 
York.  J.  P.  GUSHING,  A.  M.,  President  Hampden  Sydney  College,  Va.  , 
JASPER  ADAMS,  D.  D.,  President  Charleston  College,  S.  C.  ALONZO  ' 
CHURCH,  D.  D  ,  President  University  of  Georgia.     PHILIP  LINDSEY,  ' 

D.  D.,  President  Nashville  University,  Tenn.  EDWARD  BEECHER,  ' 
A.  M..  President  Illinois  College.  Also,  highly  recommended  by  PETER  ' 
S.  DUPONCKaU,  LL.  D.,  Philadelphia.  H.  HUMPHREY,  President  of  ' 
St.  John's  College,  Annapolis,  Md.  ROBLEY  DUNGLISON,  Professor  ' 
University  of  Maryland,  &c.,  &c.  , 

WORCESTER'S   ELEMENTARY  DICTIONARY.    \ 

An  Elementary  Dictionary  for  Common  Schools,  with  Pronouncing  Vo-  J 
cabularies  of  Classical,  Scripture,  and  Modern  Geographical  Names.  By  ^ 
J.  E.  Worcester.    324  pp.,  12  mo.  '  < 

The  Elenientarij  Dictionary  is,  for  substance,  a  reduced  form  of  the  ' 
Comprehensive  Dictionary,  and  is  especially  adapted  to  the  use  of  Com-  ' 
mon  Schools.  It  contains  a  very  full  list  of  the  words  of  the  English  Ian-  ' 
guage  which  are  in  good  use;  and,  including  its  vocabularies,  it  possesses  ^ 
important  advantages  over  all  other  common  school  dictionaries.  The  ^ 
pronunciation  of  the  words  is  carefully  given,  in  a  form  very  easily  under-  < 
stood,  and  in  accordance  with  the  best  usage  and  the  most  approved  au-  i 
thorilies.  The  best  edition  of  Walker's  School  Dictionary,  together  with  ( 
its  vocabularies,  contains  about  31,200  words,  upwards  of  12,000  less  than  * 
this,  which  contains  44,000  words.  J 


SCHOOL  BOOKS,  PUBLISHED  BY  JENKS,  PALMER  &  CO, 


EMERSON'S  NORTH  AMERICAIV  ARITHMETIC.  [ 

The  above  is  the  common  title  of  three  books,  by  Frederick  Emerson, 
late  Principal  in  tlie  department  of  Arithmetic,  Buylsloa  ijcbool,  liostoo. 
The  hooka  are  severally  denominated, 

EMERSON'S  FIRST  PART,  " 
EMERSON'S  SECOND  PART, 
EMERSON'S  THIRD  PART. 

Part  First  is  a  small  book,  designed  for  children  from  five  to  eight 
years  of  age.  The  plan  of  this  little  book  is  entirely  original  and  very  pe- 
culiar. The  lessons  are  illustrated  with  cuts  anJ  unit  marks,  and  are  ren- 
dered at  once  interesting  and  impressive. 

Part  Second  contains  within  itself  a  complete  system  of  Mental  and 
Written  Arithmetic,  sulhcienlly  extensive  for  all  common  purposes  of  busi- 
ness, and  is  designed  as  a  standard  book  for  common  schools.  Tliis  work 
is  so  gradual  in  its  progress,  that  each  lesson  prepares  the  learner  for  that 
which  follows,  and  comparatively  little  instruction  is  required  from  the 
teacher. 

Part  Third  is  designed  for  advanced  scholars.  It  comprises  a  synthetic 
viewof  the  science  of  numbers,  a  copious  development  of  the  higher  opera- 
tions, and  an  extensive  range  of  commercial  information.  Scholars,  who 
are  lobe  educated  for  the  tiusiness  of  the  counting-room,  or  for  llie  duties 
of  any  public  ofTxe,  as  well  as  those  who  are  to  prosecute  a  full  course  of 
mathematica'  studies,  will  find  this  honk  suited  to  their  purpose. 

Almost  every  other  system  of  arithmetic  is  printed  wholly  in  OTie  book, 
and  if  the  system  be  plaiji  and  copious,  the  book  must  be  a  large  one. 
Every  scholar,  therefore,  must  buy  a  large  and  expensive  book,  'vhile  not 
one  scholar  in  ten  can  over  have  occasion  or  opportunity  to  stmly  more 
than  half  of  it.  Emerson's  system  being  printed  In  tlirce  books,  no  scholar 
is  obliged  to  buy  more  of  the  system  than  ho  has  op|xirtunily  to  learn. 

Thi.ssyslein  of  Arithmetic  has  been  ailoptod  by  the  Roslon  School  Board, 
to  take  the  place  of  Colburn's  First  Lessons  and  Sequel ;  by  the  Providence 
Board,  In  take  the  place  of  Smith's  Arithmetic;  and  by  the  Philadelphia 
,  I5i>ard,  to  take  the  place  of  Pike's.  The  recommendations  of  the  work  are 
from  gentlemen  who  do  not  lend  their  names  to  IndifTorent  publications. 
They  are  such  as  the  following:  — 

To  Mr.  Frederiok  Emerson:  Sir,  —  I  have  received  the  First  and 
Second  Parts  of  your  North  American  Arithmetic,  and  am  highly  pleased 
with  the  plan  of  the  work,  and  the  manner  of  its  execution  thus  far.  It 
unites  simplicity  with  fulness,  and  will  thus  be  sure  to  interest  the  begin-, 
ncr,  wliilc  it  furnishes,  at  the  same  time,  an  ample  guide  to  the  more  ad- 
vanced pupil. 

Respectfully  and  truly  yours,  ALBERT  HOPKINS, 

\  Late  Prof,  of  Muthrmatics  and  Natural  Philosophy  in 

\  Williamstown  College. 

,  [Concluilon  of  ii  Luier  lo  (he  Author.] 

I      I  should  think  It  Iiardly  possible  that  a  child  could  he  fiithriilly  con- 

>  dueled  through  these  two  works  (Firnt  anil  Second  P:irt.-(]  without  being 
'  vastly  belter  acquaintnil  with  the  sn'';rcl  than  cliildn;n  formerly  were. 

'  Jieing  judiciously  compelled  In  some  moasuro  to  Invent  their  own  rules,  ' 
'  thoy  can  scarcely  fail  of  being  able  to  assign  a  prrt|)er  reason  for  the  pro-  ' 
I  re.ss,  ns  well  aa  to  recollect  it  for  future  u.se.  Indeed,  1  do  not  know  any  ' 
,  one  iMrtlctilar  In  which,  for  the  use  of  very  young  pupils,  they  roid<l  bo  ' 
,  Improved.     Yours  reHpeclfiilly,  JAMKS   DKAN,      \ 

I  Late  Profcasiir  of  Mnth^mnlics  and  Natural  Pliilosopky  in  , 

>  the  University  of  Vermont.  i 


SCHOOL  BOOKS,  PUBLISHED  BY  JENKS,  PALMER  &  CO. 


EMERSON'S  ARITHMETIC. 

Part  I.  for  besinners.    Part  II.  for  all  scholars.    Part  III.  containing  ' 
tho  higher  operations. 

To  THB  PcBLisHERS  OP  Embrson's  ARITHMETIC :  Gentlemen,  —  I  have  ' 
examiiieil  the  Third  Part  o'f  Mr.  Emerson's  Arithmetic  with  great  pleas- 
ure. The  perspicuity  of  its  arrangements,  and  the  clearness  and  brevity 
of  its  explanations,  combined  with  its  happy  adaptation  to  the  purpose 
of  practical  business,  are  its  great  recommcnilalion.  I  hope  it  will  soon  be 
introduced  into  all  our  schools,  and  take  the  place  of  illdi  jested  treatises, 
to  which  our  instructors  have  hitherto  been  compelleil  to  resort. 

Respectfully,  BENJAMIN  FIERCE, 

Professor  of  Mat/iematics  and  Nat.  Philosophy,  Harvard  University. 

[From  the  Masters  of  the  Public  Sehools  of  Boston,  in  th«  Department  of  Arithmetic] 
Emerson's  System  of  Arithmetic  [First,  Second,  and  Third  Part]  has 
been  in  use  in  the  Public  Schools  of  Boston  for  several  years,  and  it  affords 
ns  pleasure  to  say,  that  our  opinion  of  its  value  has  been  confirmed  by  ob- 
serving its  effects  in  the  business  of  instruction.  It  is  written  in  a  perspic- 
uous style;  its  illustrations  are  lucid,  its  arrangement  is  judicious,  and  the 
gradation  of  its  exercises  is  exact.  We  consider  the  work  to  be  justly  en- 
titled to  the  high  reputation  it  has  acquired,  and  we  sincerely  recommend 
it  to  the  attenUon  of  teachers  who  have  not  had  opportunity  to  become 
acnuainted  with  its  merits. 

P.  MACKINTOSH.  Jr.,  Hancock  School. 

JAMES  ROBINSON,  Bq,wdoin  School. 

LEVI   CONANT,  Eliot  School. 


Boston,  Ja*.  2S,  1842. 


AARON   D.  CAPEN.  Mayhcw  School. 
JOSIAH  FAIRBANK,  Adajyis  School. 
JOHN   A.  HARRIS,  Hatres  School. 
REUBEN   SWAN,  Jr.,  Wells  School. 
NATHAN  MERRILL,  Franklin  School. 
LORING  LOTHROP,  Endicotl  School. 
CHARLES  KIMBALL,  Boylston  School. 
JOSEPH   HALE.  Johnson  School. 
SAMUEL  L.  GOULD  Winthrop  School. 


Emerson's  Arithmetic,  Part  Third,  has  for  several  years  been  a  text-book 
in  the  Boston  English  High  School.  I  think  that  it  is  a  highly  useful  book 
for  those  scholars  who  have  faithfully  learned  the  Second  Part,  which,  in 
my  opinion,  is  an  excellent  work.  THOMAS  SHERWIN, 

Principal  of  the  Boston  English  nigh  School. 

Recommended  also  by  Messrs.  Lcthbr  Robinson,  Sub-master,  and 
Francis  S.  Williams,  Usher,  of  th«  Boston  English  High  School 

(From  the  Mutert  of  the  Public  Schooit  of  Providence,] 
Emerson's  Arithmetic  has  been  used  for  several  years  in  the  Public  \ 

Schools  of  Providence,  and  we  regard  it  as  decidetlly  the  best  system  of 

Arithmetic  with  which  we  are  aajuainted. 

C.  T.  Keith,  Benefit  st.  School.     I  J.  D.  Giddi.vgs,  Fountain  st.  School. 

CFarnvm,  Ik.,  Elm  St.      "         \D.  EvnuAUK,  Prospect  st.  " 

N.  B.  Nichols,  Arnold  st.   •'         \  Amos  Perry,  Summer  st.  " 

Providence,  Dec.  15,  1S42. 

KEY    TO   EMERSON'S   ARITmiETIC,  containing   Solutions   and 
Answers,  for  the  use  of  Teachers.    Also,  Questions  to  the  Third  Part  | 
of  do. 


SCHOOL  BOOKS,  PUBLISHED  BY  JENKS,  PALMER  &  CO. 


PARLEY'S  HISTORIES  FOR  COMMON  SCHOOLS.  < 

THE  FTUST  BOOK  OF  HISTORY,  OR  HISTORY  ON  THE  BASIS  < 
OF  GEOGRAPHY,  comprehending  Ihe  countries  of  the  Western  Heml-  J 
sphere,  with  sixty  Engravings,  from  original  ilesigns,  and  sixteen  l\Iaps  of  . 
the  dilTereiit  sections  of  the  United  Stales  and  the  various  countries  of  the  ^ 
Western  Hemisphere,  executed  in  ihe  most  beautiful  manner,  on  steel  < 
plates ;  revised  edition.  < 

The  work  contains  the  history  of  all  ihe  countries  in  North  and  South  < 
America,  including  Greenland,  Iceland,  and  the  West  Indies,  down  to  the  < 
present  lime.  It  is  on  the  inductive  plan,  beginning  at  home  and  leading  ' 
the  pupil  gradually  into  the  subject,  while  the  introduction  of  numerous  " 
cuts,  authentic  and  modern  maps,  lively  anecdotes,  ami  descriptions  of  , 
natural  scenery,  curiosities,  manners  and  customs,  render  it  the  most  at-  , 
tractive  and  useful  introduction  to  history  ever  published ;  and  as  Geogra-  , 
phy  and  History  ought  never  to  be  separated,  ihe  child  naturally  desiring  < 
to  know  somethirig  of  the  history  of  the  countries  wliich  are  described  to  ' 
him,  there  are  exercises  previous  to  each  lesson,  to  test  and  fix  his  geo-  ' 
graphical  knowledge  in  his  mind;  for  he  can  have  but  little  correct  and  ' 
lasting  knowledge  of  the  history  of  a  country  with  whoso  geograpliy  he  is  , 
unaaiuaintcd.  ( 

THE  SECOND  BOOK  OF  HISTORY;  comprehending  the  Modem' 
History  of  Europe,  Asia,  Africa,  tec,  illustrated  with  fifty  Engravings  and  ' 
sixteen  M.tps,  (from  steel  plates,)  of  the  diiTcronl  countries.  \ 

This  book  is  designed  as  a  Sequel  to  the  "  First  Book  of  History.  By  , 
the  Author  of  Parley's  Tales,"  and  is  on  the  same  plan.  i 

THE  THIKU  BOOK  OF  HISTORY;  by  the  same  author,  and  on  the  < 
same  plan ;  comprehending  Ancient  History,  in  connection  with  Ancient  ' 
Geography  ;  with  Ulaps  and  Engravings.  ' 

In  preparing  this  series  of  HistorxtB,  two  prominent  things  have  been  ' 
kept  constantly  in  view,  —  In  the  first  place  to  make  it  vsi'ful  —  and  in  ' 
the  Kecond,  to  make  it  pntfrtnining.  To  accomplish  these  ends,  each  of  ' 
ihe  books  is  provided  with  finely  and  distinctly  engraved  maps,  and  the  , 
pupil,  before  he  enters  upon  the  history  of  any  state  oreountry,  is  re<iuired  , 
to  learn  Its  shape,  twundarles,  rivers,  &.C.  He  Is  then  briefly  made  ac-  ( 
quainted  with  its  present  state,  its  towns  and  cities,  and  the  occupations  of ' 
its  inhabitants.  ' 

A  familiar  stylo  has  been  adopted  and  gr«at  care  taken  to  introduce  pro-  | 
else  d:itcs.  A  large  number  of  engravings  have  been  inserled  for  illustra-  , 
linn,  and  for  fixing  certain  prominent  Ideas  permanently  In  the  memory  of, 
the  pupil.  ( 

Each  book  of  the  series  Is  furnished  with  questions  on  both  the  fliatory  < 
nnil  Gcoprripfii/  of  the  countries  described,  and  a  chronological  table  Is  ' 
added  rera[)itnlating  the  principal  events  noticed  In  the  body  of  the  work.  ' 

The  first  editions  of  the  First  and  Second  Books  were  published  several  | 
years  ago.  wince  which  time  thoy  have  run  through  nearly  two  hundred  odi-  , 
lions,  and  aniuired  a  very  extensive  circuI;ition.  , 

The  maps  have  been  retouched  or  newly  engraved,  and  care  ha.'j  been  < 
taken  to  have  such  corrections  and  additions  made  as  iho  change  In  the  < 
slate  of  the  several  countries  treated  of  In  ihe  works  render  necessary.  ' 
The  present  eililions,  therefore,  may  bo  considered  as  adapted  to  the  exist-  J 
Ing  condition  of  the  Political  Geography  of  the  Weslcrnand  Eastern  Heml-  ^ 
spheres,  the  works  having  l)cen  enlarged  so  as  to  cmbr.icc  Ihe  Is.iillng  events  , 
of  interest  not  before  noticed,  that  havo  happened  within  the  last  few  , 
years.  < 


^^ 


THE  LIBRARY 
IINIVERSITY  OK  CAl.IFORNIA 

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